We created Schools That Care because many schools lack the knowledge, skills and support systems to respond to students' mental health needs. Teachers are often among the first to notice when a student is struggling, yet they may not know how to respond or where to seek further help.
We wanted to help change this by making mental health support part of how schools operate, rather than treating it as a one-off activity or waiting until difficulties become serious. Working with school leaders, teachers and students, Schools That Care helps schools recognise concerns early, respond appropriately and connect students to further support when needed.
Our goal is to help schools create environments where young people feel supported, their concerns are taken seriously and they can access appropriate help when they need it.
Schools That Care works with school leaders, teachers and students to build a supportive approach to mental health within the school.
The process begins by understanding each school's needs, existing practices and available support. Together, we identify gaps and agree on practical actions. Teachers receive training and ongoing guidance to recognise signs of distress, listen to students, respond appropriately and connect them to further support when needed.
Schools also establish clear roles and procedures for responding to students' concerns, including safeguarding and referral arrangements. Students are encouraged to participate in creating supportive school environments and challenging stigma around mental health.
Throughout implementation, we work with school leadership to strengthen these practices and make mental health support part of everyday school life, rather than a standalone activity.
Schools That Care builds on Twogere's experience working with schools and education stakeholders in Uganda. We are extending the approach through partnerships with schools, engagement with education stakeholders and collaboration with organisations working in education and mental health.
Our focus is on strengthening schools' capacity to sustain mental health support within their existing structures. We are also documenting our experiences and learning to support adoption in other schools.
Under our 2026–2030 strategic plan, we aim to reach 200 schools across 10 districts in Uganda, while building a model that can be adapted by other education systems.
Schools That Care continues to evolve as we learn from working with schools, teachers and students. We have been strengthening the approach to move beyond mental health awareness and teacher training towards a more coordinated, whole-school response. This includes greater attention to school leadership, clear roles for Mental Health Focal Teachers, student participation, safeguarding and connections to appropriate support services.
We continue to refine our implementation approach based on the needs of individual schools and lessons from practice, with the aim of making mental health support more sustainable and part of everyday school life.
Schools or organisations interested in implementing Schools That Care can contact Twogere Centre for Mental Health to explore collaboration. We begin by understanding the school's context, needs and existing support structures, then work with school leadership to identify priorities and agree on an implementation approach.
Implementation involves engaging school leaders, building teachers' capacity, establishing clear procedures for responding to students' mental health needs and strengthening connections to appropriate support services. The approach is adapted to each school's context, with an emphasis on building ownership and long-term sustainability.
To learn more or explore a partnership, visit www.twogereug.org.
