Understanding knowledge gaps and determinants related to adolescent mental health issues among parents and teachers in Nigeria

Abstract

Objectives: Early detection of adolescents’ mental health conditions is hindered by limited awareness among teachers and parents. This makes teachers’ and parents’ active involvement in mental health care even more critical, particularly in developing countries like Nigeria. This study, therefore, examines the level and determinants of parents’ and teachers’ knowledge of adolescent mental health in Nigeria. Material and Methods: The study used a cross-sectional descriptive survey to assess parents’ and teachers’ knowledge of adolescent mental health in selected public and private secondary schools across urban and rural areas in the Nigerian Federal Capital Territory (FCT). Participants included 424 parents of enrolled students (selected systematically) and 50 guidance counsellors (purposively chosen) from each school. Data was collected via structured, interviewer-administered questionnaires. Data was analyzed using SPSS version 28. Results: Among 424 parents, 96.7% were aware of common mental health issues, yet 71.5% felt uncomfortable discussing them with their children, and 75.9% lacked knowledge of warning signs. Older parents (41+ years) had significantly higher odds of good knowledge, while those with only primary education had lower odds. Common challenges identified were depression (35.1%), peer pressure (33.7%), and anxiety (21.2%). Among 50 teachers (guidance counsellors), 82.0% rated their knowledge as poor, with no significant association between knowledge and teaching experience, school type, or location. Only 28.0% had referred students to mental health professionals, with public school teachers making more referrals. Conclusion: Despite high general awareness, both parents and teachers demonstrated limited practical knowledge, confidence, and engagement in adolescent mental health care. This underscores the urgent need for capacity-building, curriculum integration, and strengthened school–family– professional collaboration.