Analysis of Educational Policies on Student Mental Health and Psychological Well-being in School Settings in the Republic of Congo

In response to the growing needs related to students’ psychological well-being and mental health, this qualitative study was conducted in Brazzaville to assess the response of the Congolese education system. The study involved 26 key stakeholders, including school principals and educational administrators. Data were collected through semi-structured interviews, complemented by an analysis of official policy documents and regulatory frameworks. The content analysis revealed a substantial institutional gap, coupled with a critical operational deficit. This situation is reflected in the near-total absence of school-based counselling units and a significant shortage of specialized personnel trained in student mental health and psychological well-being support. The findings indicate that current educational policies insufficiently address the mental health needs of students within school environments. The study concludes that there is an urgent need to comprehensively rethink educational policies by systematically integrating and strengthening the mental health and psychological well-being components of student support. Priority actions should include the initial and continuous training of educational professionals in student mental health, the establishment of counselling and support units within schools, and the strengthening of coordination among schools, families, and specialized services to ensure effective, coherent, and sustainable support mechanisms.