Primary school teachers’ perceptions of mental health promotion in schools and factors explaining their commitment

Background. In low- and middle-income countries, most primary school teachers still have negative perceptions of mental health, which may limit their key role in promoting mental health in schools. This study aimed to understand primary school teachers’ perceptions of mental health promotion in schools (MHPS) and the factors that are likely to explain their commitment to MHPS interventions. Method. This qualitative study, inspired by phenomenology and hermeneutics, was conducted in the megacity of Kinshasa, in the Democratic Republic of Congo. We collected data by conducting in-depth individual interviews with 24 primary school teachers from 12 schools (private, public and faith-based). We analysed the data according to Braun and Clarke’s reflexive thematic analysis approach, informed by a phenomenological perspective. The results were organised around the following themes: teachers’ understanding of mental health, factors explaining teachers’ commitment to MHPS, perceived obstacles, current practices, and mental health needs and expectations. Results. Most participants perceived mental health in school as a concept associated with “madness” or simply misinterpreted it. Participants stated that they perform mental health promotion activities based on their knowledge, including identifying pupils with mental health conditions, providing psychological first aid, and referring them to specialist services. Their commitment to promoting mental health in schools depended on their personal motivations and perceived institutional support. However, several factors, such as lack of training, lack of resources, and lack of sustained institutional support, were cited as perceived obstacles to their commitment. Participants highlighted the need for specific training in mental health promotion and advocated integrating mental health into school curricula to strengthen its promotion. Conclusion. The findings reveal that primary school teachers in Kinshasa still perceive mental health more as the presence of mental disorders than as positive mental health. Mental health promotion is not being implemented optimally in primary schools, as several perceived obstacles affect teachers’ commitment. These findings point to the need to revitalise mental health promotion in primary schools, particularly by establishing psychological support structures in schools and training teachers in mental health promotion.