Examining Relationships Between Social Determinants of Mental Health and Student Mental Wellbeing at a Technical and Vocational Training Center in Kenya

Background: Social-emotional learning (SEL) has been shown to improve academic and mental wellbeing outcomes for engineering students. However, research on SEL in engineering education is limited in non-Western settings. Technical and Vocational Education and Training (TVET) is a broad set of educational tracks that are non-traditional paths to engineering and have become a priority to promote youth employment in Sub-Saharan Africa. Street-connected youth (SCY) are a vulnerable population for whom targeted interventions are needed to enhance access to education, psychosocial support, and social reintegration. Purpose/Hypothesis: This study examined social-emotional and mental wellbeing development for students and alumni of a TVET center in Western Kenya which integrated localized engineering education with SEL-focused curricula. This blended engineering and SEL educational model can improve students’ wellbeing and support their social and academic reintegration. Design/Method: This study used a mixed methods approach. Quantitative data was collected via paper surveys (n = 38 students) to assess students’ wellbeing through the social determinants of mental health (SDoMH) framework. Semi-structured interviews were conducted (n = 21 students and n = 7 alumni) and analyzed through inductive and axial coding. Participants were aged 16–24 years. Results: The school’s SEL programs improved students’ abilities to cope with stress, develop support networks, and maintain their mental wellbeing after graduation. The TVET center insulated students from stressors by providing basic needs, academic support, and a supportive and stable community. However, some students continued to struggle with trust in peers and stress management. Alumni coped with stressors related to financial instability and separation from social support networks at the institution. Students and alumni expressed positive opinions of self-development, confidence in their technical skills, and hope for their future. Conclusions: Students frequently attributed their wellbeing to the school’s SEL resources. The findings contribute to discussions on SEL in engineering education and adapting SEL frameworks to diverse socio-economic and cultural contexts to better support marginalized populations of adolescents and young people globally.