Uganda Prioritizes Social-Emotional Learning to Address Rising Mental Health Issues in Schools

Recognizing a growing wave of mental health and psychosocial issues among learners, Uganda’s Ministry of Education and Sports has thrown its weight behind integrating Social and Emotional Learning (SEL) into the education system. This initiative aims to provide students with the tools they need to navigate complex emotional landscapes.

The commitment was underscored at a national meeting in Kampala, organized by the Lutheran World Federation (LWF) Uganda with support from the Porticus Foundation. The project focuses on holistic child development, particularly for displaced children, by fostering skills in emotional understanding and management, relationship building, empathy, and responsible decision-making.

Mary Harriet Ajilong, Commissioner for Guidance and Counselling, emphasized that SEL principles are not entirely new, aligning with existing life skills education. The ministry has already invested in training master trainers for mental health support and has launched guidelines for psychosocial well-being in educational institutions. She highlighted alarming statistics, noting that 22% of Ugandan children live with depression and 14.4% experience anxiety, underscoring the urgent need for enhanced support, especially for children affected by displacement.

Adriana Franco Chitanana, LWF Uganda Country Representative, stressed that academic success alone is insufficient, as a child’s emotional state profoundly impacts their learning capacity. She illustrated this with examples of students held back by fear or anger, and the unaddressed trauma carried by displaced children, whose internal struggles can significantly shape their future.

Lawmakers are also being called upon to champion the SEL program. Benadette Chandia Kodili, a Member of Parliament, urged for direct involvement of legislators to foster understanding and support for policy interventions. She also advocated for the inclusion of districts previously hosting refugees, emphasizing the importance of understanding long-term integration challenges.

The initiative seeks to move beyond ad hoc interventions to a systematic approach embedded in policy and practice. It involves collaboration between government, educators, civil society, and development partners to build capacity, generate evidence, and advocate for policies that support children’s social and emotional well-being, enabling them to cope and thrive. Innocent Ndahiriwe, IGAD Country Coordinator, noted the project’s alignment with regional frameworks and its potential to foster peaceful coexistence through enhanced empathy and emotional regulation.

This initiative is supported by the Porticus Foundation and builds on LWF’s regional expertise to create an SEL approach tailored to the needs of both displaced and Ugandan children.