Oyo State Assembly Takes Step to Prioritize Mental Health in Schools

The Oyo State House of Assembly has passed a significant motion aimed at promoting mental well-being among students in primary and secondary schools across the state. 

The motion, titled “Need to integrate mental health education, counselling services, and structured support systems in primary and secondary schools in Oyo State,” was co-sponsored by four lawmakers: Hon. Comforter Olajide (Ibadan North I), Hon. R.G. Saminu (Atisbo/Saki East), Hon. J.A. Ogundele (Oriire), and the House Leader, Hon. S.A. Onaolapo (Ogbomoso South).

While presenting the motion, Hon. Olajide cited troubling statistics, noting that one in six Nigerian youths aged 15–24 experiences depression or anxiety. She stressed that students are increasingly grappling with mental health challenges such as bullying, substance abuse, and emotional trauma.

The lawmakers called for urgent reforms in the state’s education system to ensure that mental health awareness, early detection, and access to professional support are embedded into the school environment.

The motion reads in part, “Notes that mental health is a vital aspect of students’ well-being and academic performance, yet it remains 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 6 Nigerian youths aged 15-24 often feel depressed, unmotivated, and anxious. Many of these students’ mental and emotional struggles remain undiagnosed due to a lack of awareness, support systems, or trained personnel.

“Aware that students are affected by domestic issues such as abuse, neglect, separation, or trauma, leaving them unresponsive or dull in class. These students are often misjudged or isolated without support or counselling intervention”, she added.

It also raised concerns about undiagnosed mental illnesses in students due to inadequate awareness and a lack of trained personnel in schools.

“Further aware that current school curricula 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 leads to disparities in performance, stigmatisation, bullying, and in severe cases, school dropouts and in turn leads to mental health issues”, the motion added.

The lawmakers unanimously acknowledged the risks of leaving the issue unaddressed including increased substance abuse, school violence, and youth unprepared for adult responsibilities, saying “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 enrol 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 counsellors across public schools and establish mental health awareness clubs and campaigns.

It called for training of teachers on early signs of emotional and behavioural 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 behavioural challenges.