Chamapiwa Chishumba

WHEN we discuss education, we frequently focus on examination results, pass rates, and academic achievement. While these are vital, another side of education deserves equal attention: the mental and emotional well-being of learners.

Children do not leave their personal struggles at the school gate; rather, some arrive in the classroom anxious about problems at home. Others deal with bullying, peer pressure, grief, or the relentless pressure to perform academically. Some may struggle with self-esteem or feel overwhelmed by what they see on social media. Yet, in many cases, these difficulties remain unnoticed because the focus remains on what a learner achieves rather than what they might be experiencing.

Mental health support should be an essential part of every school’s approach to education. An emotionally distressed child may struggle to concentrate, participate in lessons, maintain friendships, or perform academically. The World Health Organisation (WHO, 2021) highlights the critical link between supportive school environments and positive educational outcomes. We cannot expect learners to thrive academically while ignoring the emotional challenges affecting their daily lives.

One issue that concerns me is how easily a child’s behaviour can be misunderstood. A learner who repeatedly misses lessons, becomes withdrawn, performs poorly, or displays aggression is quickly labelled lazy, disobedient, or difficult. Frequentlåy, these acts are signs that something deeper is happening.

This does not mean schools should ignore discipline or excuse inappropriate behaviour. Rather, we need to look beyond the conduct itself. Instead of asking only, “Why is this child behaving like this?” we should ask, “What might be happening in this child’s life, and how can we help?” That simple shift in perspective encourages teachers to respond with understanding while maintaining appropriate boundaries and expectations.

This is where school counselling services become vital. Learners need safe spaces where they can discuss their concerns without fearing ridicule, judgement, or the exposure of their private lives. Access to a qualified counsellor or psychologist helps children understand their emotions, develop healthy coping mechanisms, and navigate difficult experiences.

For some learners, speaking openly with a trusted professional is a critical first step towards seeking further help. Others may require specialised psychological intervention or referrals to external services. Whatever the situation, support must be guided by the child’s needs, with confidentiality and safeguarding taken seriously.

Parents and guardians also have a critical role to play. Children’s well-being cannot be addressed by schools alone. When families and educators communicate openly and work together, they are better placed to identify concerns and provide consistent support. This partnership must, however, always prioritise the child’s safety and best interests.

In Zimbabwe, there is a compelling case for giving greater attention to mental health within our schools. Learners come from diverse family circumstances and face complex social, emotional, and economic challenges. Some are affected by family conflict, financial hardship, bereavement, abuse, or neglect. Others struggle with challenges that are less visible but equally distressing.

Schools cannot solve every problem a child faces, nor should they replace specialist mental health services. However, they can create environments where emotional well-being is taken seriously, concerns are recognised early, and appropriate help is accessible. A systematic review by Grande et al. (2023) examined school-based mental health interventions in low- and middle-income countries, highlighting the potential role of schools in responding to children’s and adolescents’ mental health needs. Awareness campaigns, anti-bullying programmes, child protection measures, psychosocial support, and clear referral pathways are practical steps schools can take.

There may be concerns that introducing mental health programmes will place additional pressure on schools that are already managing demanding academic responsibilities. Teachers and school leaders face competing priorities, and resources are often constrained. However, supporting learners’ mental health is not a distraction from academic achievement; it is part of creating the conditions in which learning becomes possible.

A child who feels safe, valued, and understood is more likely to participate in school life, build healthy relationships, and engage meaningfully with learning. Early support can also prevent minor difficulties from escalating into severe crises. Although mental health support cannot guarantee academic success, it removes barriers that hinder learning and personal development.

We need to rethink what constitutes a successful school. Good examination results are worth celebrating, but they should not be the sole measure of a school’s contribution to a child’s life. We must also ask whether learners feel safe, whether their emotional needs are recognised, whether they are treated with dignity, and whether they know where to turn when they struggle.

Every child deserves to be taken seriously, even when they cannot find the words to explain what they are feeling. Sometimes, the learner who appears disruptive is struggling silently. Sometimes, the child who seems disengaged is overwhelmed. And sometimes, a small change in how an adult responds can encourage a young person to seek the help they need.

Our schools must be places where children learn, grow, and feel safe enough to ask for help. If we want to nurture confident, resilient, and capable young people, we must pay attention not only to their minds as learners, but also to their well-being as human beings. Mental health support in schools is not a luxury. It is a fundamental part of building an education system that recognises the whole child and gives every learner a fair opportunity to thrive.