School-based mental health interventions have shown promise in enhancing students' psychological well-being globally. However, their efficacy in Nigerian primary schools remains underexplored. The research employed a mixed-methods approach involving pre- and post-intervention surveys, focus group discussions, and observational assessments among 150 students across three randomly selected primary schools in Nigeria. Data analysis revealed significant improvements (p < 0.01) in students' self-reported stress levels and social skills after the intervention period, with a notable increase of 24% in positive interactions observed during classroom activities. School-based mental health interventions appear to be effective in improving student behaviour and psychosocial outcomes in Nigerian primary schools. Further research should focus on replicating these findings across diverse socio-economic contexts and exploring the long-term effects of such interventions.
Olayiwala et al. (2013) studied this question.