School-based mental health interventions have shown promise in improving student wellbeing and engagement, but evidence from Nairobi, Kenya is limited. A mixed-methods approach will be employed, including quantitative surveys (n = 1000) assessing academic performance and qualitative interviews (n = 50) to explore programme impacts. Initial analysis indicates a moderate improvement in student engagement scores (eta = 0. 23, p < 0. 05), with no significant differences noted across intervention groups. Further data analysis is required to confirm these findings and identify specific programme components that contribute to improved outcomes. Future research should focus on longitudinal studies and explore the long-term effects of school-based mental health programmes in Nairobi, Kenya.
Otieno et al. (Mon,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: