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BACKGROUND: Task-shifted, teacher-led care may begin to bridge the child mental health care gap in low- and middle-income countries by improving mental health literacy. We explore the perceived impact of RESEED (Responding to Students' Emotions through Education), an abbreviated version of Tealeaf (Teachers Leading the Frontlines). METHODS: After classroom implementation of tools from a 3-day training on child mental health and cognitive behavioral techniques in Darjeeling, India, 29 teachers participated in focus group discussions (FGDs). RESULTS: Inductive content analyses of FGDs demonstrated RESEED's acceptability, positive overall impact, and barriers. CONCLUSIONS: Stepped levels of teacher-led care may support child mental health in resource-limited settings through mental reframing.
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Ekhteraei et al. (2023) studied this question.
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