Perception and attitude of primary school teachers towards child mental health and school based mental health programs in jimma towm, south west Ethiopia, 2013

Abstract

Background: Throughout the world, particularly in low and middle income countries, a significant number of children and adolescents suffer from mental health problem. To date schools are used as mental health service facilities for school children and teachers as mental health service providers. Therefore assessing teachers’ perception and attitude of child mental health problems and school based mental health services helps to design appropriate intervention aimed to promote the service in Ethiopia. Objective: This study aimed to assess perceptions and attitude of primary school teachers towards child mental health problem and school based mental health programs in Jimma town, south west Ethiopia, 2013 Methods: Primary school based cross-sectional study design was implemented in Jimma town, from 1-30 October 2013. Perceptions and attitude of teachers towards children mental health problems and school mental health related information were assessed using a structured self administered questionnaire. A total of 515, (282 males and 233 females) primary schools teachers participated in the study. Data was analyzed using SPSS version 20. Simple descriptive analysis (mean, percentage, frequency and SD) were computed. Both binary logistic regression analysis and multiple logistic regression analysis were used. Strength of association of the variables was described using odds ratio and 95% confidence level. Results: From 515 participants, only about 40% of teachers recognized the list of psychopathology presented to them as child mental health problem while 54.4% of them rated child mental health problem as severe one. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with severe type of child mental health problem perception. Regarding school based child mental health programs, about 95% of teachers acknowledged that the programs are important. But they reported limited programs available at their school. Conclusion: Despite high problem severity ratings, teachers’ perception of the psychopathology as child mental health problem was low. Similarly, majority of teachers acknowledged the importance and the need of school based child mental health programs. Thus, mental health awareness creation for teachers and establishing school mental health service to intervene child mental health problem is crucial.