Education
Makerere University Strengthens Management of Mental Health and Psychosocial challenges in Schools
By Ritah Namisango and Meeme Monica
On Saturday 21st March 2026, teachers, head-teachers and administrators convened at Makerere University to participate in the School Stakeholders’ Workshop aimed at strengthening their capacity to address students’ mental health and psychosocial challenges.
Hosted by the Centre for Teaching and Learning Support (CTLS) under the College of Education and External Studies (CEES), the School Stakeholders’ Workshop, brought onboard participants involved in the delivery of education services at the different levels; pre-primary, primary and secondary schools.
Some of the key stakeholders included representatives from the Ministry of Education and Sports, the Principal of the College of Education and External Studies-Prof. Anthony Muwagga Mugagga, the Keynote Speaker- Rev. Prof. Dr. Samuel Luboga, Chairperson of the Education Service Commission, the Association of Secondary School Head teachers in Uganda, and Dr. Henry Nsubuga, the Manager of Makerere University Counselling and Guidance Centre.
Mental Prevalence in Uganda
According to statistics, Uganda ranks among the top six countries in Africa with 14 million cases of mental disorders, including a depression rate of 4.6% and anxiety rate of 2.9% (Uganda Association of Psychiatrists 2025, WHO 2017).
Mental health issues in Schools
During the School Stakeholders’ Workshop, several participants revealed that a number of learners and teachers were grappling with mental health issues and psychosocial challenges. Citing the cases reported in the media, the participants noted that mental health issues, stress, depression and substance abuse were on the rise, and in some instances leading to suicide.
Drawing on findings from a recent study, Dr. Anne Ampaire, a Lecturer of Educational Psychology at Makerere University, revealed critical gaps in schools’ ability to respond to complex learner needs such as mental health, bullying, emotional instability, and psychosocial distress. She noted that while 68% of stakeholders reported having some form of training, it was largely limited to peer support and insufficient to address emerging challenges. Dr. Ampaire reported that major gaps were identified in the guidance and counselling (55%) and referral systems (15%).
Topics lined up to build the capacity of School Stakeholders
Informed by the research findings, Dr. Anne Ampaire, the Principal Investigator and her team, introduced the participants to the following topics:
- Overview of Learners’ Mental Health and Psychosocial Challenges -Dr. Anne Ampaire
- Mental Health Literacy and Self Care-Dr. Naomi Namanya
- Mental Health and Counselling: Lived Experiences in Schools-Dr. Henry Nsubuga
- School Community Referral and Support Systems-Bro. Dr. Augustine Mugabo
- Career Pathways and Self-management-Dr. Naomi Namanya
- Crisis and Anger Management-Dr. Anne Ampaire and Dr. Timothy Tebenkana
- Managing Bullying and School Based Violence-Dr. Wilber Karugahe
- Basic Psychosocial Support Services-Dr. Anne Ampaire
Timely intervention and Understanding Mental Health
The Principal. College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Dr. Anne Ampaire, the Principal Investigator, Bro. Dr. Augustine Mugabo, Dr. Naomi Namanya, and Dr. Timothy Tebenkana for partnering with the Centre for Teaching and Learning Support headed by Dr. Dorothy Sebbowa Kyagaba, to organize the School Stakeholders’ Workshop.
The Principal observed that the School Stakeholders’ Workshop was a timely intervention, to empower participants with the required knowledge and skills to manage the mental health issues and psychosocial challenges affecting both the learners and teachers.
Prof. Mugagga disclosed that the problem of mental health was complex, affecting parents and guardians as well. He proposed that engagements on mental health and psychosocial management should bring on board parents and the families of the affected learners.
Prof. Mugagga explained that sometimes teachers, use verbal attacks or abusive statements, that affect the mental health of struggling learners. He mentioned that negative remarks from teachers, could be complicating the mental health challenges such learners could be dealing with both at the school and in the home setting.
To elaborate, Prof. Mugagga shared a personal account of one of his children, who had failed to get good grades because of abusive statements from a teacher. However, when they transferred the child to another school, the child excelled and was among the best students. In a discussion, the child revealed that they were able to excel because at the new school, the teachers were a source of encouragement and support. She pointed out that there is a particular teacher who always mentioned her name in class, an act that made her feel valued, alert, and inspired her to work hard.
Prof. Mugagga informed the participants that he used a personal story to illustrate how empathetic teachers and supportive school environments can transform learners’ outcomes.
Prof. Mugagga, a parent and teacher by profession, called upon the participants, to understand and appreciate that the learners are different, and appealed to teachers to use words that uplift the learners.
Enhancement of Counselling Structures
Expressing concern over the growing pressures faced by both teachers and learners, such as academic stress, depression, anxiety, and cases of suicide, the Deputy Vice Chancellor (Academic Affairs), Prof. Sarah Ssali called upon school administrators and teachers to enhance the provision of counselling services by qualified personnel.
In a speech read by Prof. Mugagga, the Deputy Vice Chancellor (Academic Affairs) emphasized that Makerere University undertakes research in order to come up with strategies aimed at solving problems that affect communities and society in general. She therefore commended the College of Education and External Studies, the Centre for Teaching and Learning Support, and the School of Psychology, for developing the Psycho-Educational Model, that seeks to address challenges in schools.
Proactive and Sustainable School Mental Health Systems
Dr. Anne Ampaire, underscored the urgent need for schools to shift from reactive responses to proactive sustainable systems that safeguard learners’ mental health.
Dr. Ampaire emphasized that mental health challenges are systemic, affecting not only learners but also teachers and support staff. She called for a coordinated, holistic school approach involving both teaching and non-teaching staff, including matrons and security personnel.
She cautioned that without timely intervention, more learners risk dropping out or being exposed to harmful environments.
Mission of the Centre for Teaching and Learning Support (CTLS)
Reflecting on CTLS’ mission of promoting learner-centered teaching and supporting both professional development and community outreach, Dr. Dorothy Sebbowa Kyagaba, highlighted that the workshop provided a key platform for strengthening stakeholder competencies through a psycho-educational approach.
She emphasized the critical role of school stakeholders in providing counselling support, helping learners navigate depression, anger, and career-related challenges, while strengthening family-school-community partnerships.
Holistic Support Strategies to prevent Mental Health Challenges
In the keynote address, the Chairperson, Education Service Commission, Rev. Prof. Dr. Samuel Luboga, described learner mental health as a critical determinant of academic success and long-term well-being. He pointed to the complex challenges facing students today, including academic pressure, family instability, social media influence, substance abuse, and gender-based violence.
He urged educators to adopt the following strategies to mitigate the gap between learners and the administration, and to prevent mental health challenges:
- Spot Warning Signs – Watch out for withdrawal, irritability, absenteeism, and declining grades to identify struggling students early.
- Keep Communication Open – Regular check-ups and mentoring create safe spaces for students to share challenges and build resilience.
- Use Collaborative Support – Teams of teachers, counselors, and administrators provide comprehensive student support.
- Maintain Professional Boundaries – Uphold ethics and transparency while nurturing student development.
- Set Expectations and Model Success – High standards and mentorship inspire students to reach their potential.
- Celebrate Achievements and Involve Families – Recognize student success and engage families to reinforce motivation.
- Support Holistic Well-Being – Encourage physical activity and cater to diverse learning styles to help all students thrive.
He advised educators to commit themselves fully to their students’ development, recognizing that their role extends beyond instruction to shaping resilient, well-rounded, and successful individuals.
Structured Referral Systems and Learners’ Wellbeing
Dr. Augustine Mugabo, Co-Principal Investigator, emphasized that the well-being of the learner strengthens the entire education system.
“Increasing emotional distress, behavioral challenges, and school dropouts are often linked to unaddressed social and psychological issues rather than academic failure alone,” he noted.
Dr. Mugabo identified gaps such as limited counselling services, lack of referral training, and weak collaboration with professional support systems, advocating for a structured, multi-level referral model that connects schools with parents and mental health professionals.
Career Pathways and Self-Management
Dr. Naomi Namanya articulated that forcing students to study subjects that they do not like or are not in position to manage contributes to mental health challenges. Dr. Namanya explained that some teachers and parents dictate to learners on the choice of subjects and/or academic disciplines.
She urged teachers and parents to dialogue with learners on their interests, career aspirations and choices. “The learner has a very important role in the decision of his or her career path,” she said.
Making reference to the ongoing narrative of sciences versus humanities disciplines, some learners who desire to study courses within the humanities disciplines are being stressed.
In support of Dr. Namanya’s argument, Dr. Henry Nsubuga revealed to the participants, that some of the students undertaking subjects within the humanities and social sciences disciplines feel neglected and excluded. Some of them disclosed that during Career Days/Fairs or important academic briefings, the speakers focus on sciences, and at times, there is no expert to talk to them.
Compassionate Counselling, Listening and Mental Health Well being
Dr. Henry Nsubuga, the Director, Makerere University Counselling and Guidance Centre, highlighted that mental health remains a neglected aspect of well-being despite its central role in shaping behavior and outcomes.
“Many learners carry hidden trauma, which significantly affects their performance and emotional stability, he said, stressing the importance of listening and compassionate support.
He pointed out systemic challenges, including weak collaboration among stakeholders, lack of trust in counselling systems, and ethical concerns, calling for more supportive and inclusive school environments.
Managing Bullying and School-Based Violence
Dr. Wilber Karugahe, a Counselling Psychologist, highlighted various forms of violence, particularly psychological bullying and cyberbullying, which have severe long-term effects, including depression, substance abuse, and criminal behavior.
“No learner should be subjected to bullying. Therefore, schools and stakeholders should prioritize preventive strategies against this vice,” he said.
He advocated for prevention, early detection, and interventions such as Counselling and Cognitive Behavioral Therapy.
Anger and Crisis Management
Dr. Anne Ampaire, explained that anger is a natural and normal human emotion experienced across all age groups, but becomes harmful when it is expressed in unhealthy or aggressive ways.
“Anger can range from mild irritation to extreme intensity, and if not properly managed, it can lead to serious consequences such as violence, self-harm, or suicide,” she noted.
She emphasized that individuals express anger differently through emotional, physical, and behavioral signs, often influenced by stress, lack of proper sleep, and mental exhaustion, particularly in highly demanding school environments.
She highlighted that even young children experience emotional struggles, stressing the importance of guiding emotional development from early childhood through activities such as storytelling and emotional expression, while adolescents require structured support due to hormonal and identity challenges.
She recommended practical strategies such as teaching emotional awareness, using calming techniques such as deep breathing and counting to ten, and creating safe spaces within schools for both learners and teachers to manage stress. She advocated for better preparedness through holistic approaches that include proper rest, nutrition, physical activity, and reduced reliance on medication.
She urged schools to strengthen crisis preparedness systems, train staff effectively, and promote collaboration among educators, parents, and professionals to support emotional well-being and safe learning environments.
Way forward
During the discussion segment moderated by Dr. Timothy Tebenkana, participants emphasized the influence of home environments on learner well-being and called for stronger parental involvement. They highlighted the need for empathy, listening, discipline, improved handling of sensitive cases, and addressing systemic challenges such as academic bias and unhealthy competition among learners.
The workshop reaffirmed the importance of collaborative, structured, and proactive approaches to mental health in schools. Participants were encouraged to apply the knowledge gained to strengthen support systems within their institutions and contribute to creating safer and more responsive learning environments across Uganda.
Education
Makerere University Signs MoU with Fukui University to enhance Research, Teacher Development and STEM Education
Education
Makerere Vice Chancellor tasks CEES to re-position into Africa’s leading Centre for Graduate Training and Education Research
“Graduate Training, especially PhD production, is at the heart of Makerere University’s strategy for growth, national transformation and Africa’s development,” stated Prof. Barnabas Nawangwe, the Vice Chancellor.
The Vice Chancellor made the pronouncement during his visit to the College of Education and External Studies (CEES) on Tuesday 16th June 2026. The meeting which started at 2:00pm, focused on strengthening graduate training and research at Makerere University, and positioning CEES as the leading centre for graduate training and educational research in Africa.
This discourse comes at a time when Pan-Africanists, the African Union, governments, universities and research institutions, are pushing for a more dominant role of Africa in global research and development. To realise this agenda, one of the key targets involves the training of 1 million PhDs in the next 10 years.
The strategic plan stipulates the transition of Makerere University into a research-led institution, a strategic direction that positions the University, to significantly contribute to Africa’s development and transformation through graduate training, research, innovations and community impact.
“Africa must train 1 million PhDs in the next 10 years. Makerere University must lead and make its impact. Graduate Training is our core strategy for the future. We must significantly increase graduate student numbers. We have the expertise and academic strength to train many more, with strict adherence to quality assurance and academic standards,” said the Vice Chancellor.
The Vice Chancellor’s engagement with faculty and staff on PhD training is focused on the need to consolidate the gains so far achieved. At the 76th graduation ceremony of Makerere University (24th to 27thFebruary 2026), a total of 213 students graduated with PhDs. Out of these, the College of Education and External Studies presented the highest number, a record 27 PhD graduates.
Acknowledging the positive contribution of CEES to PhD training, the Vice Chancellor’s engagement with the college leadership, faculty, researchers and staff was aimed at leveraging this strength to support higher education development in Africa.
At the College level, the meeting brought onboard, Prof. Anthony M. Mugagga-Principal, Prof. Ronald Bisaso-Deputy Principal, Associate Prof. Mathias Mulumba Bwanika, Dean-School of Education, Dr. Harriet Nabushawo, Dean-School of Distance and Lifelong Learning, Associate Prof. Jude Ssempebwa-Dean, East African School of Higher Education Studies and Development, Heads of Departments, Teaching and Research Centres, Coordinators of Graduate Training, Senior faculty, researchers and staff.
At the University level, given the centrality of CEES to Makerere University’s mission of advancing knowledge, building capacity, and transforming lives, the meeting attracted the following University Officials who enriched the discourse on graduate training and research: Prof. Henry Alinaitwe- Deputy Vice Chancellor (Finance and Administration), Prof. Buyinza Mukadasi-Academic Registrar, Prof. Julius Kikooma-Director, Graduate Training, Prof. Robert Wamala-Director, Research, Innovations and Partnerships, Prof. Sylvia A.N. Nannyonga-Tamusuza-Head, Grants Administration and Management Support Unit (GAMSU), Associate Prof. William Tayeebwa-Managing Editor, Makerere University Press, Dr. Margaret Nagwovuma-representative from the Makerere University Technology and Innovation Centre, Prof. Fredrick Jones Muyodi-Head of the Makerere University Writing Centre, Mr. Andrew Mwesigwa-from Makerere University Library, and Mr. Gordon Murangira-Personal Assistant to the Vice Chancellor.
Vice Chancellor’s presentation to CEES
Prof. Nawangwe appreciated the College for championing the Competence-Based Education (CBC) agenda at Makerere University, other Universities in Uganda, and in the region. He commended the School of Education for training staff in teaching pedagogy, which is a core component in the delivery of teaching and learning at Makerere University.
Prof. Nawangwe’s presentation highlighted the following: Graduate training as a core strategy, the central role of CEES and teachers to national transformation, enabling increase in graduate student enrolment through online and flexible learning (IODel), adherence to quality assurance and academic standards, positioning Makerere as a continental leader, resource mobilization and sustainability.
CEES and national transformation
The Vice Chancellor reiterated the central role of preparing quality teachers and education professionals. “Teachers are critical to the nation. If we transform teachers, we transform the nation. Quality teacher education must be at the heart of what we do,” he stressed.
Online and Flexible Learning
Acknowledging the reality that many teachers and working professionals cannot leave their jobs to study, the Vice Chancellor called for the expansion of online and blended programmes. “Online and flexible learning will allow more people to study while staying where they are. This will significantly increase access and enrolment,” he said.
Resource mobilization and Sustainability
Submitting that growth requires adequate resources, the Vice Chancellor called upon staff and researchers to attract more partnerships, grants and subscriptions. He stated that increased enrolment and innovative programmes will strengthen sustainability.
Envisioning the desired future
According to the Vice Chancellor, if the College of Education and External Studies implements the aforementioned strategies, more PhDs will be trained, more teachers and professionals will be upskilled, online programmes will lead to greater access to education, stronger research output and impact will be registered, and as such, Makerere University will be recognized as Africa’s graduate training hub.
CEES Principal presents report on graduate training and research
Renowned for his consultative and team-building approach, Principal, Prof. Mugagga engaged staff and the various research teams, during the preparation for the Vice Chancellor’s visit to the College. Consequently, on 14th May 2026, staff and researchers, convened in the CEES Smart Room, to discuss and provide input, into the proposed College’s presentation on research and graduate training. The members of staff agreed that the College’s presentation to the Vice Chancellor should feature the following: Graduate Training and Research at CEES, Research Priorities, Schools, Institutes and Centres, CEES Research and Graduate Training Strategy, Journals at CEES, the Books Project, Funding Challenges, Teaching, Learning and Quality Assurance, Knowledge Transfer Partnerships and Networking.
Principal presents CEES Research Priorities
Welcoming the Vice Chancellor and his delegation, the Principal mentioned that 16th June 2026, will be remembered as a special and historic day at CEES, with respect to the execution of graduate training and research.
Pleased to share a detailed report with input from staff and various research teams, the Principal outlined the following research priorities:
- Graduate Training and Research (GTR)
- Competence Based Education (CBC)
- Inclusive Education
- Teacher Wellbeing and Mental Health
- Educational Technology
- Science, Technology, Engineering and Mathematics (STEM)
- Technical, Vocational Education and Training (TVET)
- Early Childhood Education and Development
Artificial Information (AI) Centre, and Development of Play materials for Children
On behalf of the College, Prof. Mugagga expressed the commitment of CEES to set up an AI Centre, as well as, developing play materials that are crucial in the children’s formative years, early child education, nursery and primary school levels. To appreciate this strategic approach, Prof. Mugagga called upon the Vice Chancellor and the University officials to read the works titled: The Challenges of Play materials in rural Uganda.
CEES Research and Graduate Training Strategy
The Principal presented that the College had embarked on a wide plan to build a robust research-culture promoting practitioner action research and aligning graduate programs with macro policies such as the Competence-Based Curriculum (CBC) implementation, inclusive education, teacher well-being and mental health, the National Teacher Education Policy 2019, Uganda’s Early Childhood Care and Education (ECCE) Policy 2026, the National Development Plan (NDP IV), Uganda’s Vision 2040 agenda, plus other relevant global policies such as the Sustainable Development Goals-UN SDGs Agenda, and the Makerere University Strategic Plan.
Research Institutes and Centres
The Principal reported that the following institutes and centres are crucial in the promotion of graduate training activities and research: Makerere Institute of Teacher Education and Research (MITER), Centre for Teaching and Learning Support (CTLS), Makerere University Early Childhood Care and Education Research Centre, The Centre for Wisdom Pedagogy (CWP), The Centre for Lifelong Learning (CLL), and the Institute of Open, Distance and e-Learning (IODel).
Research Outputs and Projects
The Principal outlined some of the following research outputs and projects: Competence-Education Blueprint designed to transition higher education regulators and universities toward CBE in East and West Africa, MiSet Project-Mindset Change and Social Economic Transformation from the People’s World, PhD Pedagogy and Mapping, Department of Adult and Continuing Research Seminar Series, Online postgraduate diploma in Education and the ongoing curriculum development steps, CEES and the National Council for Higher Education are implementing the TRUCE project (funded by the European Union) to transition East and West African Universities to Competence Based Education, Competence-Based Curriculum (CBC) Exhibition, and School Stakeholders Workshop.
Book Projects and Journals at CEES
The meeting noted in partnership with the Makerere University Press (MakPress) several books on different disciplines have been authored by CEES faculty members, and old journals in the Education Journals are being revitalized. The MakPress scans the old journals, applies for the ISSN, and ensures that articles are given the digital object identifier.
The College Journals include:
Makerere Journal of Higher Education (MAJOHE) (ISSN: 1816-6822 [print]; 2707-6113 https://www.ajol.info/index.php/majohe
Makerere University Journal of Research and Innovations in Teacher Education (RITE) https://rite.mak.ac.ug/editorial-board
The College is also in advanced stages of re-establishing the Uganda Journal of Education.
Key Challenges affecting graduate training and research at CEES
The Principal reported that the desire for CEES to become a graduate training hub is constrained by the following factors: Low staffing levels, financial constraints, and overwhelming workload for staff with respect to teaching, learning and supervision.
Low staffing levels: CEES faces a challenge of under-staffing in both academic and administrative units.
Financial constraints: “The budget is inadequate. We are running the same budget for the last five years, yet the College has new programmes, and subject areas, which have raised the undergraduate student numbers by almost 1000 more students,” he revealed.
Overwhelming supervision workload: Each supervisor at CEES has over 16 PhD and Masters’ students to supervise. The overwhelming workload for staff in teaching and learning affects time dedicated to research and supervision. In addition, “Graduate supervision is not officially considered as a teaching load except during promotion or at post retirement contract.”
Wrapping Up
After listening to the detailed presentation by the CEES Principal, and the brief reports from the ten (10) offices/entities, which indicated the existing working relationship with the College, the Vice Chancellor congratulated the College leadership and staff upon the milestones in teaching and learning, research, graduate training, teacher education, and knowledge transfer partnerships.
Responding to the issue of graduate financing, the Vice Chancellor revealed that he had noted the concerns raised in the College’s presentation, and pointed out that the views therein will enrich his submission to government as he puts across a strong case for funding.
The Vice Chancellor informed the faculty members at the College that the University Management had embarked on discussions and consultations aimed at providing incentives to staff who supervise PhD students. “The issue of incentivizing staff who supervise PhD students is being discussed by the University Management. We will prioritize this key component of graduate training,” he said.
On the issue of limited space for graduate students, and their supervisors, the Vice Chancellor informed the meeting, that this was being addressed through the USD 8 million investment building for graduate training and research (being constructed opposite Lumumba Hall of Residence).
Vote of Thanks
The Deputy Principal, Prof. Ronald Bisaso, expressed the readiness of the College to continue working with the University leadership, staff and stakeholders to align CEES programmes with the University-led agenda.
“We commit to do much better. We commit to engage with the various Offices to propel the Makerere University research-led agenda. We will continue to be intentional on graduate training and research,” he said.
East African School of Higher Education Studies and Development
The meeting climaxed with a brief tour the Vice Chancellor, and the University Management Members, to the East African School of Higher Education Studies and Development. Spearheaded by the Dean, Associate Prof. Jude Ssempebwa, the engagement at this particular entity, focused on gaining a deeper understanding and appreciation of the mandate of the East African School of Higher Education Studies and Development in graduate training and research.
Conclusion
The meeting which underscored the centrality of the College of Education and External Studies (CEES) to Makerere University’s mission of advancing knowledge, building capacity, and transforming lives ended at 6:00pm.
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