The Nigerian Senate has called for the integration of mental health education into the national academic curriculum to tackle the growing psychological and emotional challenges affecting students and teachers across the country.

Chairman of the Senate Committee on Health, Dr. Ipalibo Banigo, made the call on Monday during a mental health programme organised by the Mandate Health Empowerment Initiative (MHEI) in Abuja.

Delivering the keynote address, Banigo who also serves as the Grand Patron of MHEI and the Association of Mental Health Reform Organisations in Africa (AMHROA) highlighted the connection between mental health, discipline, and academic productivity.

“Education is more than the pursuit of grades; it is the shaping of character, values, and vision. Yet, we cannot expect excellence from a mind burdened by anxiety, depression, fear, or hopelessness,” she said.

The senator expressed concern over the rising cases of academic burnout, substance use, and emotional distress among students and teachers in Nigeria and across Africa.

“Across Nigeria and much of Africa, we face a growing crisis of academic burnout, substance use among youths, and rising emotional distress among both students and educators. Too often, these challenges are misunderstood, dismissed, or spiritualised, leaving many to suffer in silence,” Banigo noted.

She urged the government and stakeholders to prioritise mental health in educational policy, stressing the need to create schools that are both intellectually and psychologically nurturing.

“We must move from silence to action from stigma to support. The school environment must become a place not only for intellectual development but for psychological safety and emotional growth,” she said.

Banigo reaffirmed the Senate Committee’s commitment to ensuring that every learner in Nigeria can thrive both mentally and academically, while outlining plans to collaborate with key ministries.

“We must work closely with the Ministries of Education and Health to integrate mental health education into school curricula, train teachers and counsellors in emotional intelligence and crisis response, and establish mental health desks in schools and tertiary institutions,” she explained.

She also called for community-based mental health awareness programmes and greater investment in local research to support data-driven policies that promote mental well-being and national development.

The event featured two major activities organised by MHEI a National Students–Parents–Teachers Roundtable held at the Federal Ministry of Education Secretariat, Abuja, and a continental webinar hosted under AMHROA. Both focused on bridging the gap between education and mental health reforms.

Over 120 participants, including students from five secondary schools, parents, teachers, government officials, and NGO representatives, attended the national roundtable to discuss strategies for improving mental health support in schools.

The continental webinar attracted 54 participants from 14 African countries, including Nigeria, Kenya, Ghana, South Africa, and Uganda, expanding the discussion to regional education reforms.

Founder and President of MHEI, Dr. Ameh Abba, emphasised that mental health should be seen as a developmental priority, not merely a medical issue.

“For far too long, mental health has been confined to hospitals and institutions, seen as an isolated medical issue rather than a societal development priority. But today, we reaffirm a new understanding that mental well-being is the key to academic success, national productivity, and thriving communities,” he said.

Dr. Abba added that creating psychologically safe learning environments and emotionally aware teaching practices is vital to building resilience among students.

“What we are seeing is momentum from schools, from families, and from governments to treat mental health as both a right and a foundation for sustainable development,” he concluded.