Health
In Kony’s Shadows: Faith Atai Emerges School of Public Health’s Best Student
By Davidson Ndyabahika & Brenda Namata
Despite her troubling background, Ms. Faith Atai, 33, has emerged as the overall best student for Makerere University School of Public Health’s Bachelors of Environmental Health Science.
Ms. Atai, will, during Makerere University‘s 71st graduation ceremony this year walk away with a First-Class Honors with a CGPA of 4.46. She becomes MakSPH best student, according to Ms. Gladys Khamili, the School of Public Health’s Registrar. This also makes her qualify for a Vice Chancellor’s list, of the best students in the University.
Born to Naume Ariimi and Ebwaat Jonathan, a firstborn and the only child from a father, she lost before birth.
Her mother, Ariimi, an enrolled nurse at Asamuk HCIII, in the Amuria district struggled to raise her single-handedly since her birth in November 1988.
“My mother being a single parent needed to fully work to provide for the family, I had to grow up with my grandmother Atai Faith Odongo, in Telamot village, Omugenya parish, Gweri Sub County in Soroti District,” she recounts.
Growing up in a rural setting, Atai engaged in several home chores but that did not disrupt her focus in School. She went to Jameler Primary School for her early education, until she sat her Primary Leaving Examination in 2001, at the age of 13. It was here that she became a Health Prefect.
“I would wake up as early as 4:00 AM to do home chores (wash utensils, sweep the compound and leave beans set on fire) and be at school 6:00 AM,” Atai recalls.
She would later, in 2002, join Ngora High School in Kumi district for Secondary education, some 50kilometers from her home district.
In 2003, the LRA rebels entered Teso, in eastern Uganda, Atai was in Senior three, and learning processes in all schools in the region were suspended for over a month. During this period, Atai recalls she stayed with her grandmother but under tense moments.
“Our movements were restricted. You would hear the open fire in the neighborhood and that whole time we were confined at home; you would pray to be alive the next day. I remember hiding under the bed always. Amidst fire exchanges, I was still optimistic about School,” she says.
Upon returning to School, Atai concentrated and completed O’ Level, scoring 23 aggregates in 2005. With this performance, her dream of becoming a lawyer was in sight. However, in 2006 when she joined Nabumali High School for her Advanced Level of education she was inspired to offer Science subjects. Here, she took Biology, Chemistry, Geography, and Agriculture but she says School fees was a major hurdle that kept her in and out of school.
“The environment was not friendly after I switched from my former school. I faced a lot of challenges in accessing school fees. This affected me both emotionally and academically. Catching up with the rest of the students. Sometimes I would take two weeks at home as my mother looked for fees and I would only return to school whenever money would be available,” Atai recounts.
Adding that; “My A level results were very disappointing. I got 5points in BCG/A. I was taken up by sports also. I thought of repeating the class. However, one of my maternal uncles who happened to have done Environmental Health Science for a career advised me to enroll at Mbale School of Hygiene for the same course.”
She enrolled for a certificate course in Environmental Health Science at Mbale School of Hygiene in 2008 and completed it in 2010.
Her desire and passion to challenge her background inspired her to enroll for a diploma. But her mother’s health had begun to deteriorate and this forced her to look for work.
At the time, Soroti Municipal Council had advertised for a health assistant job, which she applied for and got in 2013. But she wasn’t contented with a certificate alone.
“Conditions at work were not favorable. I asked if I could get a study leave as I continue to work. I had applied for a Diploma Course at Mbale School of Hygiene but I could not join because I was denied permission. But my immediate supervisor stepped in for me and would fill the gap when I enrolled the next year,” she says.
Despite the divided attention, Atai managed to enroll for her Diploma in 2014-2016 where she left a mark, as the best student.
Joining the School of Public Health at Makerere University
As she pursued her diploma program, Abel Walekhwa, then a student pursuing a Bachelor’s degree in Environmental Health Science at Makerere School of Public Health visited Mbale School of Hygiene where he extended a career talk to the students. It is here that Ms. Atai inspired, felt she was closer to fulfilling her dream.
“I got his contact and further engaged him. He told me that I would still join Makerere University after my Diploma. I goaled towards applying for the same program at MakSPH in 2017. Luckily, I was admitted on government sponsorship Diploma Entry,” says Atai.
According to Faith, having a social life does not deter a student from being an academic genius. In addition to reading books, Atai loved leadership and student politics as well as the church. She was a General Secretary to MUEHSA, an association that unites undergraduate students at the School of Public Health, Makerere University. She spearheaded discussion groups and indulged in all school projects. This was in addition to reading and holding discussions and consulting her lecturers.
Asked about what she felt when she was told she was the best student, Atai said it was an honorable thing to find she had topped the class.
“When I received a phone call about this, I cried with tears of joy, prayed, and thanked God for the journey this far. My mother was equally overwhelmed with joy,” Atai says.
COVID-19 and Studies
Since March 2020, schools and education institutions in Uganda were closed because of the COVID-19 pandemic. At the time of closure, Atai and her colleagues were anticipating completing their course on time.
One would have equally thought that this abrupt closure would affect her performance in the final semester examinations. “I didn’t abandon the need to keep in the books as I read, researched in hope of resumption soon,” she says.
The lockdown set in when she had conceived and her expected date of delivery was 15th October 2020, a time School was to resume for final students.
“It was hard for me as I had to do zoom lectures that were ineffective, approached exams and yet a first-time mother with a newly born baby. I had thoughts of a dead year however resolved to carry my 1week and 3days old baby to Kampala to finish my studies,” she recalls.
A first-class honors & What It takes
Faith says a first-class degree is attainable if, as a student, one knows what they want. She adds that it takes being committed, time management, and the right attitude.
“Good grades are attainable. As a student, there are a few values that you should work on; self-esteem, commitment, time management, and teamwork. I want to especially thank my classmates for their moral support, encouragement, and contribution to my success in this program,” Atai says.
Atai has also hailed the MakSPH administration for supporting her through her studies.
I thank the selfless and committed team at School. Thank you for putting everything in place for a convenient learning environment. The lecturers have been so supportive to me and my classmates. Am grateful for the mentorship I have received especially from the Department of Disease Control and Environmental Health,” she says.
The Lord’s Resistance Army’s (LRA) reigned in Uganda between 1987 and 2006, spreading terror through the country’s northern-most region.
The group, now believed to operate in the Central African Republic and the Democratic Republic of Congo, pursued its vision of a new state based on his interpretation of the Ten Commandments combined with local Acholi traditions.
Although it is not known how many people were mutilated by the guerrilla group, but at least 20,000 children were abducted and more than 1.9 million people forced to leave their homes. Atai could have fallen into the LRA trap at a tender age she recounts, but she survived.
Article originally published by MakSPH
Based on research led by Max Bobholz and colleagues from Makerere University in Uganda, Essentia Institute of Rural Health, and the Medical College of Wisconsin in the United States.
Adolescence is meant to be a time of holistic growth and self-discovery, but for many Ugandan teenagers, this period is becoming a season of silent mental health struggles. A new study published in PLOS Global Public Health has uncovered a silent but growing crisis: nearly one in five Ugandan secondary school students in the study areas have signs of an emotional disorder. These conditions included anxiety, depression, post-traumatic stress disorder (PTSD), and adjustment disorders often involving excessive worry, sadness, fear, or mood instability. Also, one in 20 adolescents exhibited behavioral issues ranging from attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder to substance use and other risky behaviors like alcohol use.
The study, led by Max Bobholz, a PhD candidate in Public and Community Health at the Medical College of Wisconsin, surveyed a sample of 1,953 students aged 10 to 18 years enrolled in eight secondary schools in Iganga district in Eastern Uganda and Mukono district in Central Uganda. This was one of the most comprehensive efforts yet to understand the prevalence and drivers of mental health challenges among school-going Ugandan adolescents.
“We are looking at a generation facing a complex blend of stressors, namely, academic, social, and emotional,” says Bobholz. “Our findings show that certain groups are especially vulnerable, and schools need to be equipped to respond.”
This study results, published on June 12, 2025 was funded by the Swedish International Development Cooperation Agency (SIDA), a government agency of the Swedish Ministry for Foreign Affairs, through the Makerere University Postdoctoral Fellowship to one of the investigators, Dr. Catherine Abbo. Other researchers included Julia Dickson-Gomez, Arthur Kiconco, Abdul R. Shour, Simon Kasasa, Laura D. Cassidy, and Ronald Anguzu.
According to the study, girls bear a higher emotional burden. Researchers found that female students had nearly two times higher odds of suffering from emotional disorders such as anxiety or depression than their male peers.
Dr. Catherine Abbo, an Adolescent Psychiatrist and Associate Professor at Makerere University, attributes this to both biological and socio-cultural factors. “Puberty brings hormonal shifts that can heighten emotional sensitivity,” she explains. “But just as importantly, Ugandan girls often face intense pressure to conform to gender roles while also navigating issues like body image, harassment, and future uncertainty.” The researchers are calling for gender-sensitive mental health interventions, particularly in schools, where early support could help mitigate long-term mental health issues.
Higher associations in older teens?
Age also emerged as a key associated factor, with each additional year increasing the odds of behavioral disorders by 20%. “As adolescents grow older, they are more prone to risk-taking, impulsivity, and resistance to authority,” explains Dr. Simon Kasasa, a senior lecturer and biostatistician at Makerere University School of Public Health.
“Combine that with academic pressure and identity-related stress, and it’s no surprise we’re seeing more conduct issues in late adolescence,” Dr. Ronald Anguzu, an Assistant Professor in the Institute for Health and Humanity at the Medical College of Wisconsin, added. This study raises critical questions about whether and how Ugandan secondary schools support older students as they transition toward adulthood.
The unseen influence of family mental health
The study also found that adolescents with a family history of mental illness had twice the odds of exhibiting behavioral problems compared to those without such a history.
“This speaks to the intersection of genetics and environment,” says Bobholz. “Living in a household with people affected by mental illness can mean instability, stigma, and lack of emotional support, all of which weigh heavily on a developing mind.”
The authors recommend that school mental health screening include family mental health history and advocate for greater collaboration between education and health sectors to support at-risk households.
Private schools: High marks, higher stress?
Interestingly, students in private schools had 1.4 times the odds of experiencing emotional disorders compared to those in public schools. Private schools, often seen as academic havens, may inadvertently be cultivating high-pressure environments. “There’s an assumption that better facilities mean better well-being,” says Dr. Abbo. “But intense academic competition, social isolation, and a lack of trained counselors can create emotional pressure cookers.”
Previous research in 47 secondary schools across five districts (Rakai, Kyotera, Masaka, Lwengo, and Kalungu) in southwestern Uganda found that economic and family support helped reduce absenteeism among adolescent girls in secondary schools. However, this support did not significantly improve behavior or reduce grade repetition. The region, which includes districts like Rakai and Masaka, also faces a higher burden of HIV, adding to the challenges young people experience.
Meanwhile, a review of data from 42 primary schools in Luwero District identified school-based mental health interventions such as cognitive behavioral therapy and mindset-building approaches as being particularly effective. Researchers now suggest that integrating these strategies, along with efforts to reduce school violence, could go a long way in improving the mental health of Ugandan adolescents.
A-Level pressure: Academic ambition meets mental health strain
The study also found a correlation between advanced (A’level) education and increased risk of emotional disorders. “We selected one school district from each region based on population and past academic performance. As these students prepare for university or the job market, the pressure to succeed becomes enormous,” says Kasasa. “They’re facing a future full of uncertainty, with very little structured mental health support to help them cope.”
A wake-up call for Uganda’s education and health systems
The authors of this study assert the urgent need for school-based mental health programs, especially in private and A-level institutions. These programs should offer routine screening, emotional support, and training for teachers to recognize warning signs of mental health disorders.
Importantly, this study adds weight to calls for a national adolescent mental health policy, tailored to Uganda’s context, with interventions that bridge health, education, and social services.
“Our data shows that mental health challenges are not a fringe issue,” says Bobholz. “They are widespread, significant, and deeply tied to school, home, and society.”
The COVID-19 school closures between 2020 and 2022 deepened feelings of isolation and financial strain, with out-of-school adolescents reporting depression rates as high as 21.5% to 50% higher than their peers who remained in class, according to research published in February 2025. Yet Uganda invests less than 1% of its health budget in mental health, with just one psychiatrist per million people, leaving many teens to cope through cheap alcohol used by 28% of urban youth or untrained healers, as reported by the government paper The New Vision in April 2025. With only 26% of students completing lower secondary school and 35% of the population under age 24, these mental health challenges now pose a serious threat to the country’s future.
Mercy Akankunda of Proven Foundation, a Ugandan NGO supporting vulnerable groups, warns that mental health struggles are quietly eroding the well-being of the country’s youth, over 12 million strong and making up 35% of the population. “These teens are not just statistics. They are the future of Uganda, she asserts. If Uganda hopes to reap the dividends of its young population, addressing adolescent mental health must become and remain a national priority, not just for treatment, but for prevention, resilience, and hope.
Reference:
Bobholz, M., Dickson-Gomez, J., Abbo, C., Kiconco, A., Shour, A.R., Kasasa, S., Cassidy, L.D., & Anguzu, R. (2025). Correlates of behavioral and emotional disorders among school-going adolescents in Uganda. PLOS Global Public Health. Read the study here
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