91�鶹������Ʒ����

The main objectives of UNESCO’s mental health and psychosocial support intervention for teachers among other things were to; assess the psychosocial impact of the Covid-19 pandemic on in-service teachers and learners as well as identify capacity gaps and innovations. The intervention also set out to develop a contextualized sub-regional strategy and high-level advocacy policy briefs for teachers’ unions and countries on resilience building, strengthening psychosocial support for teacher educators and develop an evidence based MHPSS manual, school-based training manual and tools for teachers.

Mrs. Teddy Chimulwa, National UNESCO Programme Officer Education Health and Well-being commended the multi-sectoral representation of stakeholders supporting the education sector. Their support goes beyond delivering quality and inclusive education; it also prioritizes the well-being of teachers and learners

The five-day workshop covered topics such as mental health, psychosocial well-being, communication skills, and counselling techniques for teachers. The training helped identify capacity gaps and innovative strategies. Participatory approaches, such as brainstorming, role plays, and action planning, were employed to support teachers in providing effective support to learners.

Dr. Victoria Kisaakye Kanobe, Senior Programme Specialist at IICBA highlighted “There is a lack of support systems and structures that exist for teachers across the region and continent that specifically support teachers’ recover from traumatic experiences and workplace challenges as one of the key challenges affecting the profession, and it is contributing factor to poor education outcomes.”

As Uganda endeavors to build a strong nation and deliver quality education, it is crucial to prioritize the mental health and well-being of teachers. Through collaboration with UNESCO, Uganda aims to strengthen mental health and psychosocial support systems. This effort will create a conducive learning environment that fosters the growth and development of both teachers and learners.