This meta-analysis synthesises evidence from studies conducted between 2021 and 2026 to evaluate the efficacy of teacher training interventions in improving mental health literacy (MHL) and referral practices for adolescents within Kenyan secondary schools. The rising burden of adolescent mental health conditions in Africa, juxtaposed with a critical shortage of specialist services, positions schoolteachers as essential frontline agents. We systematically reviewed randomised controlled trials and quasi-experimental studies from multiple databases, applying stringent inclusion criteria. Seven studies, encompassing 1,242 teachers across six counties, were included for quantitative synthesis using a random-effects model. The analysis revealed that structured training programmes significantly improved teachers' MHL, with a large pooled effect size (Hedges' *g* = 1.45, 95% CI: 1.12–1.78). Furthermore, a moderate, significant effect was observed on self-reported referral practices (*g* = 0.62, 95% CI: 0.41–0.83). Key effective components included curriculum-based knowledge acquisition, stigma reduction modules, and practical guidance on utilising Kenya's nascent school-based mental health referral pathways. These findings underscore that investing in locally contextualised teacher training is a feasible and impactful public health strategy for early identification and intervention. This work directly informs the Kenyan Ministry of Education's strategy for school mental health and provides a scalable model for other African nations facing similar systemic challenges in adolescent mental healthcare.
Githinji et al. (Thu,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: