Vol.:(0123456789) 1 3 Community Mental Health Journal https://doi.org/10.1007/s10597-020-00682-9 ORIGINAL PAPER Integrating Psychosocial Support for Children in the Education Sector in Zambia: Lessons from the Programme Implementation Process Joseph M. Zulu 1  · Ecloss Munsaka 2  · Emeka Okonji 3  · Carmel Gaillard 3  · Kelvin Ngoma 4  · Mukuka Mwamba 4  · Lynette Mudekunye 3 Received: 10 April 2018 / Accepted: 7 July 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020 Abstract Literature suggests that psychosocial support programmes can improve wellbeing and mental health among learners. There is however limited documentation on methodologies and factors that shape integration of such programmes within the education sector. This qualitative study aimed to contribute towards addressing this knowledge gap by analysing the implementation process of the Mainstreaming of Psychosocial Support in the Education Sector programme in Zambia. The study showed that the programme contributed to improved school culture and learning involvement. This transformation led to reduction in school dropout, as well as improved students’ wellbeing and performance. These positive results motivated Zambia and other countries to integrate psychosocial support into the education systems. Community engagement, outreach activities, group forums and partnerships were the key programme methodologies that facilitated the integration process. However, limited stakeholder involvement in developing the monitoring process complicated the integration process in the initial stages. In conclusion, effectively facilitating programme integration requires ensuring that the programme is credible, inclusive and has clear implementation guidelines. Keywords Mental health · Psychosocial support programmes · Integration · Education sector Abbreviations DEBS District Education Board Secretaries ERES Excellence in Research Ethics and Science MPES Mainstreaming Psychosocial Support in the Education Sector REPSSI Regional Psychosocial Support Initiative SADC Technical Southern African Development Community TAVETA Education, Vocational and Entrepreneurship Training Authority Introduction Many children in low and middle income countries go through traumatic experiences which trigger psychosocial problems or mental health challenges (Hong et al. 2010; Kirkpatrick et al. 2012). These traumatic experiences include death of their parents and violence (Hong et al. 2010; Kirkpatrick et al. 2012). In Zambia, for example, 2 percent of children under the age 2, and 24 percent of children aged 15–17 are orphans and vulnerable children (Central Statistical Office (CSO) [Zambia], Ministry of * Joseph M. Zulu josephmumbazulu@gmail.com Ecloss Munsaka eclossmunsaka@gmail.com Emeka Okonji Emeka.Okonji@repssi.org Carmel Gaillard carmel.gaillard@repssi.org Kelvin Ngoma kelvin.ngoma@repssi.org Mukuka Mwamba mukuka.mwamba@repssi.org Lynette Mudekunye lynette.mudekunye@repssi.org 1 School of Public Health, University of Zambia, P.O. Box 50110, Lusaka, Zambia 2 School of Education, University of Zambia, P.O. Box 32379, Lusaka, Zambia 3 Regional Psychosocial Support Initiative, Regional Office, Randburg, South Africa 4 Regional Psychosocial Support Initiative, Lusaka, Zambia