Kigege

Researchers are evaluating a new mobile health mHealth intervention called the mHealth Toolkit for Wellness & Empowering Lives of School Community mWEL in Uganda. This study is conducted in two phases a pilot phase to test feasibility and effectiveness with a small group, followed by a larger study to assess the interventions impact on mental health literacy and outcomes among teachers and parents. The study focuses on preventing mental health issues such as anxiety and depression by supporting caregivers through this digital tool. The mWEL toolkit is a self-help app designed for teachers and parents, providing comprehensive mental health screening, personalized reports, and tailored strategies to improve stress management and emotional regulation. In the first phase, 160 caregivers from 8 schools participate in a cluster randomized controlled trial, with some receiving the mWEL intervention and others serving as a control group. The second phase will expand to 24 schools with 1,000 participants, comparing the mWEL intervention to general health literacy information without mental health support. Participants engage with the mWEL app over a 3 to 5 month period, accessing the tool anytime after signing up. Researchers will assess changes in mental health literacy and symptoms of depression and anxiety at baseline and after 5 months using validated scales. The study also monitors the apps acceptability and usage patterns. Throughout the trial, participants complete surveys and receive support as needed, with the overall study lasting until early 2028.

Researchers are evaluating strategies to expand and sustain school mental health evidence-based interventions EBIs in low-and-middle-income countries, focusing on Uganda. The study tests a two-level train-the-trainer model with a digital learning system to support teacher professional development mWEL-PD, which promotes mental wellbeing among teachers and students. This approach aims to improve teacher practices, teacher wellbeing, and student mental health by training teachers to engage parents and apply evidence-based strategies in classrooms. Participants include trainers and trainees in Ugandas education system. Schools will implement mental health EBIs, with some also receiving technical assistance and continuous learning support to enhance sustainability. The study uses a cluster-randomized design to compare the effects of implementing EBIs alone versus with additional support strategies. Participants such as teacher training colleges, tutors, school principals, and pre-primary teachers aged 18 to 65 will be involved. Outcomes measured include teacher knowledge of evidence-based practices, use of EBI strategies, stress management, engagement, program acceptability, and facilitator competency. Assessments occur at baseline, after training 4-6 months, and follow-up at 12 months. The trial spans from March 2026 to March 2029, with ongoing monitoring of implementation and practice outcomes.