Exploring senior phase educators' perceptions of learner mental health in Kwazulu-Natal’s Muslim schools.

Abstract

Adolescent mental health is an escalating global concern, with approximately one in seven individuals aged 10 to 19 experiencing a mental health condition, many of which remain undiagnosed and untreated. Educators, serving as mental health gatekeepers, play a pivotal role in addressing this crisis, making their views influential. However, a void persists in understanding educators' perspectives on learner mental health, especially in South African Muslim schools. This study aimed to explore senior phase educators’ perceptions of learner mental health in KwaZulu-Natal’s Muslim schools, employing a transcendental phenomenological approach grounded in ecological systems theory. Eight senior phase educators from three Muslim schools were purposively selected, with data collected via once-off online semistructured interviews and analysed using reflective thematic analysis. The five emergent themes were (1) a spectrum of perspectives on mental health and illness, anchored in socioemotional functioning and a spiritual foundation; (2) the influence of cultural barriers, such as supernatural beliefs, entrenched stigma, and confidentiality concerns, which impede mental health access; (3) the identity conflict stemming from navigating dichotomous worldviews; (4) the crucible pressure cooker environment shaped by layered expectations and religious demands; and (5) the multifaceted intervention strategies adopted despite areas of improvement, reflecting existing progress and gaps. The study’s qualitative design and limited racial diversity among participants limit the findings by providing contextually grounded insights into an under-researched context. Nonetheless, the findings illuminate distinct challenges and opportunities, and contribute to the literature on Muslim mental health and mental health in schools. It is recommended that future research expand to diverse Muslim schooling contexts and that targeted mental health training be developed for various members of the ecosystem to strengthen early identification and support strategies.