Exploring the Challenges and Solutions for Implementing the Teen Mental Health First Aid Programs in Iranian Schools: A Qualitative Study; [واکاوی چال شها و راهکارهای اجرای برنامه کم کهای اولیه سلامت روان در مدارس ایران: یک مطالعه کیفی] Publisher



Sayarifard A ; Moradi A ; Jamshidi E ; Moradi M ; Ameri P ; Amjadian M ; Nazari M
Source: Iranian Journal of Psychiatry and Clinical Psychology Published:2025

Abstract

Objectives Establishing mental health first aid (MHFA) programs is a strategy employed by developed countries worldwide to empower students in terms of mental health literacy; these programs have not received the support for implementation in Iranian schools. The present study aimed to explore the challenges in the implementation of teen MHFA (tMHFA) programs in Iranian schools and provide solutions. Methods This is a qualitative study, conducted in 2021. The participants were purposively selected from adolescents, their parents, and the experts in the field of mental health aid for adolescents (n=34) in Tehran. Data collection was conducted using semi-structured, in-depth individual interviews. The collected data were analyzed using thematic analysis based on an inductive approach in MAXQDA software, version 2020. Results Three main themes as challenges were extracted, including characteristics/tendencies of students (independence in decision-making, influence from media and virtual social networks, willingness to attend the classes, and personality and behavioral characteristics), infrastructure/resources (readiness and competence of teaching and specialized staff, financial resources, physical resources, relevant educational content and related guides, and service delivery network), and the course implementation process (governance and stewardship, managers’ willingness and perspective, planning, practicality and skill-based, and effectiveness evaluation). Conclusion The tMHFA program’s successful implementation in Iranian schools requires the involvement of students and their families, empowering the school staff, localizing educational content based on needs assessment, providing resources from multiple sources; using media and distance education, integrating the program into the routine school activities and including in school textbooks, using incentives such as a certificate of course completion, informing by influencers, governmental support via appropriate legislation, employing qualified and trusted teachers, coordination with the health network, and designing and establishing a robust monitoring framework. © 2025 The Author(s)