![[ Visit Client Website ]](images/banner.gif)
Schedule:
Sunday, January 18, 2026
Marquis BR 12, ML 2 (Marriott Marquis Washington DC)
* noted as presenting author
Background: While the existence of mental health stigma and its negative impact on
help-seeking behavior is well documented in high-income countries and some LMICs,
studies examining mental health stigma among children and adolescents in schools in
sub-Saharan Africa are limited. Hence, we examined mental health stigma among
school-going children (ages 8 to 13) in Uganda.
Methods: Baseline data from children (n=100) in two public primary schools were
analyzed for the study. Mental health stigma was measured using social distance and
attitudes about mental health scales. Descriptive statistics were used for item-by-item
analysis and independent sample t-tests were used to examine the relationship
between age, gender, grade level, and social distance and attitudes about mental
health.
Results: Results showed moderate levels of positive attitudes about mental health
(mean=51.83, SD=6.66) and willingness to interact with someone with mental illness
(mean=27.70, SD=6.75). However, an item-by-item analysis revealed areas where
mental health stigma, misconceptions, and less willingness to interact remained
persistent. There were no significant differences in willingness to interact with people
with mental illness (social distance) by age, gender or grade level. However, there was
a significant difference in attitudes about mental health by grade (t(96)=-2.67,
p=0.009), where upper primary students reported significantly more positive attitudes
toward mental illness (M=53.97, SD=5.63) compared to lower primary students
(M=50.41, SD=6.95).
Conclusion: The results suggest that mental health literacy and stigma programs are
needed in school settings in Uganda. The item-by-item analysis provides insights for
tailoring school-based programs to address persistent misconceptions and stigmatizing
attitudes.
help-seeking behavior is well documented in high-income countries and some LMICs,
studies examining mental health stigma among children and adolescents in schools in
sub-Saharan Africa are limited. Hence, we examined mental health stigma among
school-going children (ages 8 to 13) in Uganda.
Methods: Baseline data from children (n=100) in two public primary schools were
analyzed for the study. Mental health stigma was measured using social distance and
attitudes about mental health scales. Descriptive statistics were used for item-by-item
analysis and independent sample t-tests were used to examine the relationship
between age, gender, grade level, and social distance and attitudes about mental
health.
Results: Results showed moderate levels of positive attitudes about mental health
(mean=51.83, SD=6.66) and willingness to interact with someone with mental illness
(mean=27.70, SD=6.75). However, an item-by-item analysis revealed areas where
mental health stigma, misconceptions, and less willingness to interact remained
persistent. There were no significant differences in willingness to interact with people
with mental illness (social distance) by age, gender or grade level. However, there was
a significant difference in attitudes about mental health by grade (t(96)=-2.67,
p=0.009), where upper primary students reported significantly more positive attitudes
toward mental illness (M=53.97, SD=5.63) compared to lower primary students
(M=50.41, SD=6.95).
Conclusion: The results suggest that mental health literacy and stigma programs are
needed in school settings in Uganda. The item-by-item analysis provides insights for
tailoring school-based programs to address persistent misconceptions and stigmatizing
attitudes.