The Oyo State House of Assembly has taken a bold step towards safeguarding the mental wellbeing of schoolchildren by passing a motion advocating the integration of mental health education, counselling services, and structured support systems across primary and secondary schools in the state.
Citing alarming statistics and emotional struggles faced by students including depression, anxiety, bullying, and substance use, the motion, co-sponsored by four lawmakers, calls for a sweeping reform of the school system’s approach to mental health.
The motion, titled “Need to Integrate Mental Health Education, Counseling Services, and Structured Support Systems in Primary and Secondary Schools in Oyo State,” was jointly sponsored by Hon. O.C. Olajide (Ibadan North I), Hon. R.G. Saminu (Atisbo/Saki East), Hon. J.A. Ogundele (Oriire), and Hon. S.A. Onaolapo (Ogbomoso South), the Leader of the House.
Speaking during the presentation of the motion, Hon. Olufunke Comforter Olajide emphasized the urgency of the proposal, citing recent findings that one in six Nigerian youths between ages 15–24 experience depression and anxiety.
“Notes that mental health is a vital aspect of students’ well-being and academic performance, yet it remained largely neglected. Many children in primary and secondary schools face psychological struggles, including anxiety, depression, stress, substance use, Attention-Deficit/Hyperactivity Disorder (ADHD), and emotional trauma, often worsened by academic pressure, peer bullying, family instability, and socio-economic difficulties.”
The motion highlighted critical factors influencing student mental wellbeing, including academic pressure, peer bullying, socio-economic hardship, and family instability.
“Further notes the recent UNICEF report that’l in 6 Nigerian youths aged 15-24 often feel depressed, unmotivated, and anxious. Many of these students’ mental and emotional struggles remain undiagnosed due to lack of awareness, support systems, or trained personnel. Aware that students affected by domestic issues such as abuse, neglect, separation, or trauma, leaving them unresponsive or dull in class. These students and are often misjudged or isolated without support or counseling intervention.”
It also raised concerns about undiagnosed mental illnesses in students due to inadequate awareness and lack of trained personnel in schools.
“Further aware that current school curricuia lack robust mental health education, leaving students and teachers ill-equipped to” understand or manage emotional distress, or to identify early warning signs that could prevent worsening mental health outcomes.
Observes that some schools in the State place students with learning difficulties alongside those without support systems. This placement often lead to disparities in performance, stigmatization, bullying, and in severe cases, school dropouts and in turn leads to mental health issues.”
The lawmakers unanimously acknowledged the risks of leaving the issue unaddressed
including increased substance abuse, school violence, and youth unprepared for adult responsibilities.
“Concerned that the lack of structured intervention puts our society at long-term risk of higher youth mental illness rates, poor academic outcomes, and reduced national productivity, if urgent steps are not taken.”
In its resolution, the House commended Governor Seyi Makinde for his ongoing efforts in health sector reforms, especially the recent partnership with UNICEF to enroll 10,000 pupils in the state’s Health Insurance Scheme.
Furthermore, the Motion urged the Executive Arm of Government to integrate mental health education into school curricula, deploy professional counselors across public schools and establish mental health awareness clubs and campaigns.
It called for training of teachers on early signs of emotional and behavioral distress, and also appealed to the State Government to ensure students identified as at-risk are covered under the State Health Insurance Scheme;
The Motion suggested the formulation of inclusive education policies to support students with learning and behavioral challenges.
