Lessons Learned from Implementing Youth Mental Health Programs in Schools

At Twogere, we have spent years working alongside young people, teachers, and communities to improve youth mental health. Along the way, we’ve learned that meaningful change requires more than programs—it requires listening, adapting, and centering the voices of those most affected.

One of the first lessons is that lived experience matters. Programs designed without input from young people often miss the mark. By involving youth in co-facilitation, curriculum design, and feedback sessions, we have seen engagement rise, stigma decrease, and interventions feel relevant to those they are meant to serve. For instance, young facilitators have led peer education sessions that reached over 3,000 students in Kampala and Wakiso, and 87% of participants reported feeling more confident discussing mental health issues with peers.

Being part of the training as a youth co-facilitator was empowering. I could share my story, and students realized they are not alone. Seeing them open up was the most rewarding part," says Lydia, a peer educator.

Another lesson is that teachers and communities are critical partners. Teachers are the first responders, but they cannot do it alone. Engaging parents, school leaders, and local authorities ensures that support structures extend beyond the classroom. In our Mental Health First Aid Training program, 92% of teachers reported increased confidence in supporting learners, and several schools have now embedded mental health modules into their ongoing professional development programs.

Before the training, I didn’t know how to respond when a student was anxious or withdrawn. Now I can recognize the signs and know how to support them. It has changed the way I teach and connect with my students,shares Ms. Achieng from Kampala.

We’ve also learned that policy and system-level collaboration is essential. Embedding mental health into pre-service teacher training, school curricula, and district professional development frameworks ensures that support for students is not just a one-off intervention, but part of a systemic shift. Our partnerships with the Schools, KCCA, MOE, and MOH have been vital in scaling training to over 1,500 teachers across Kampala and Wakiso districts, creating structures for long-term sustainability.

Finally, monitoring, evaluation, and adaptation drive impact. By tracking outcomes, gathering feedback, and responding to challenges in real time, we have been able to refine our approaches, reach more students, and improve program effectiveness. For example, 68% of trained teachers applied new classroom strategies within the first month, and students report feeling safer and more supported in schools where trained teachers are present.

These lessons remind us that youth mental health work is complex, iterative, and deeply human. It requires collaboration, humility, and a willingness to learn from every success and every setback. At Twogere, we remain committed to applying these lessons as we continue expanding programs, empowering young people, and shaping a mental health system that is inclusive, sustainable, and youth-centered. Because when young people thrive, communities thrive.