Volume-1, Issue-1

1. Introduction

Mental health is an integral component of a child's overall well-being, significantly influencing their academic performance, social interactions, and personal development. However, children in underprivileged communities often face unique challenges that hinder their mental health, leaving them vulnerable to long-term consequences. In Sansamwenje Community, Isoka District, Zambia, these challenges are exacerbated by socio-economic difficulties, cultural factors, and a lack of mental health support systems. This study examines these issues and proposes a solution through the SuperBetter Toolkit, a structured intervention designed to enhance mental health and resilience among children.

Sansamwenje Community, a rural area with limited resources, has seen a marked decline in pupil academic performance, particularly among children from Ridgeview School, Sansamwenje Primary School and Sansamwenje Secondary School. Contributing factors include learner disengagement, chronic absenteeism, feelings of inferiority, and social exclusion. Many children assume adult responsibilities prematurely, care for incapacitated family members, or lead households due to absent or deceased parents. These conditions deprive children of the opportunity to focus on education and personal growth, leading to disengagement from academic activities.

Furthermore, children in Sansamwenje often lack basic necessities such as school uniforms and supplies, creating a visible social divide that reinforces feelings of inferiority. Social exclusion, whether due to economic status or cultural stigmas, isolates these children from peer networks, further exacerbating their mental health struggles. These stressors collectively result in diminished self-esteem, increased anxiety, and reduced academic performance.

The primary objective of this study is to identify effective strategies to address mental health challenges faced by children in Sansamwenje Community. Specifically, the study aims to:

1.      Understand the factors contributing to mental health challenges, such as learner disengagement, absenteeism, and social exclusion.

2.      Evaluate the effectiveness of the SuperBetter Toolkit as an intervention for improving emotional regulation, self-esteem, and academic engagement.

3.      Provide a scalable framework for addressing mental health issues in resource-constrained communities.

Addressing mental health challenges in Sansamwenje is not only essential for the well-being of individual children but also for the broader community. Children who struggle with mental health issues are more likely to underperform academically, disengage socially, and face difficulties transitioning into adulthood. These challenges perpetuate cycles of poverty and disadvantage, limiting opportunities for both individuals and the community as a whole.

The SuperBetter Toolkit offers a novel approach to tackling these issues by combining emotional learning with gamified concepts that resonate with children. By empowering children to identify and overcome challenges through structured activities, the toolkit provides a practical pathway for building resilience and improving mental health outcomes.

This study contributes to the growing body of research on child mental health in under-resourced settings, highlighting the potential of innovative, community-driven solutions to create meaningful change. By addressing the root causes of mental health challenges, this research aims to foster a more supportive and inclusive environment for children in Sansamwenje and beyond.

2. Materials and Methods

This study employed a qualitative, community-based research design to explore the mental health challenges faced by children in Sansamwenje Community, Isoka District, Zambia, and evaluate the effectiveness of the SuperBetter Toolkit as an intervention.

The study engaged 30 children aged 8–18 years from Sansamwenje Community. Participants were selected based on their school enrollment and willingness to participate. Parental consent was obtained for all participants. The children represented diverse backgrounds, including those from child-headed households, caregivers of incapacitated parents, and children experiencing social exclusion.

The primary tool used in this study was the SuperBetter Toolkit, a gamified mental health intervention. The toolkit is divided into three levels:

1.      Social and Emotional Learning, focusing on emotional awareness and regulation.

2.      SuperBetter, introducing gamified concepts like challenges, power-ups, and quests to build resilience.

3.      SuperBetter Children for Health, empowering children to address real-world health challenges through problem-solving and action planning.

The intervention was conducted over 12 months, with weekly sessions facilitated by trained educators and health practioners. Sessions involved interactive activities, group discussions, and role-playing exercises based on the toolkit's levels. Data were collected through observations, focus group discussions, and participant feedback to assess changes in emotional regulation, self-esteem, and engagement. 

3. Results

The findings of this study demonstrate significant improvements in children’s mental health, emotional well-being, and academic performance following the implementation of the SuperBetter Toolkit (Table 1). Key results are summarized below:

1. Academic Performance

Children showed notable improvements in their academic performance. Teachers reported better focus, participation, and completion of assignments among participants. School records indicated a 25% average increase in grades compared to the previous academic year.

2. Engagement and Participation

The intervention fostered increased engagement in school and community activities. Attendance rates improved from 68% to 90% over the 12-month period, and children displayed greater interest in extracurricular programs.

3. Self-Confidence and Self-Esteem

Children exhibited higher levels of self-confidence and self-esteem. In focus group discussions, participants expressed feeling more valued and capable of overcoming challenges. Observational data indicated that children were more willing to participate in group activities and speak openly about their experiences.

4. Resilience Building

The toolkit's gamified elements encouraged resilience by equipping children with problem-solving skills. Children reported feeling more equipped to handle difficulties in their daily lives, particularly those related to social exclusion and household responsibilities.

5. Emotional Regulation

The focus on social and emotional learning led to noticeable improvements in emotional regulation. Children could identify and articulate their emotions better, using strategies from the toolkit to manage stress and frustration.

6. Feedback from Educators and Caregivers

Teachers and caregivers observed positive behavioral changes in participants. These included reduced aggression, improved peer relationships, and increased responsibility in household chores.

The results highlight the efficacy of the SuperBetter Toolkit in addressing mental health challenges and fostering holistic development in children.

4. Discussion

The findings of this study highlight the potential of the SuperBetter Toolkit as an effective intervention for addressing mental health challenges among children in communities. By improving academic performance, engagement, self-confidence, resilience, and emotional regulation, the toolkit demonstrates its applicability to real-world challenges faced by vulnerable populations, such as those in Sansamwenje Community, Zambia.

The improvement in academic performance and attendance rates suggests that addressing mental health can significantly influence children’s ability to engage with their education. These results align with prior research linking emotional well-being with academic success (UNICEF, 2023). The increase in self-esteem among participants underscores the importance of fostering a sense of belonging and competence in children, as emphasized by Maslow's hierarchy of needs. Furthermore, the toolkit's gamified elements enabled children to reframe challenges as opportunities, building resilience and problem-solving skills, consistent with findings by McGonigal (2015) on the effectiveness of gamification in mental health interventions.

A unique strength of this study lies in its participatory design, which engaged children and caregivers in the intervention process. This approach ensured cultural relevance and local ownership, essential for the sustainability of mental health initiatives in low-resource settings. The focus on social and emotional learning (SEL) aligns with global frameworks such as CASEL (2022), which advocate for SEL to enhance emotional regulation and interpersonal skills in children.

One of the major strengths of this study is the use of the SuperBetter Toolkit, a structured, evidence-based framework that combines gamification with mental health principles. The multi-level approach starting with emotional learning, progressing to gamified strategies, and culminating in real-world applications allowed children to build their confidence.

Additionally, the study’s qualitative methods, including focus group discussions and observational data, provided rich insights into the lived experiences of participants. These methods captured the nuanced effects of the intervention, such as improved peer relationships and reduced feelings of inferiority, which might have been missed in a purely quantitative analysis.

Despite its strengths, the study had several limitations. The small sample size (30 children) limits the generalizability of findings to other contexts. Future research should involve larger and more diverse samples to validate the results. Additionally, the study relied on self-reported measures and qualitative observations, which are subject to bias. Incorporating standardized psychometric tools could provide more robust and objective assessments of mental health outcomes.

The intervention was conducted over a 12-month period, which may not be sufficient to capture long-term effects. Longitudinal studies are needed to assess the sustainability of the improvements observed. Furthermore, while the intervention addressed several mental health challenges, it did not explicitly tackle systemic issues such as poverty and inadequate infrastructure, which remain significant barriers to child well-being in Sansamwenje.

This study contributes to the growing body of evidence supporting the integration of SEL and gamification in mental health interventions. Similar to findings by Rosenberg & McGonigal (2016), the SuperBetter Toolkit proved effective in fostering resilience and improving mental health outcomes. It also supports the World Health Organization's (2022) recommendation for community-based mental health programs tailored to local needs. 

5. Conclusion

This study highlights the effectiveness of the SuperBetter Toolkit in addressing mental health challenges among children in Sansamwenje Community, Zambia. The intervention resulted in significant improvements in academic performance, engagement, self-confidence, resilience, and emotional regulation. By combining social and emotional learning with gamified strategies, the toolkit empowered children to overcome adversity and build essential life skills. The findings underscore the importance of integrating mental health support into educational and community settings, particularly in resource-constrained environments. The participatory approach of this study ensured cultural relevance and fostered a sense of ownership among participants, educators, and caregivers. Future research should focus on scaling this intervention to larger and more diverse populations, as well as exploring its long-term effects. Addressing systemic challenges, such as poverty and inadequate infrastructure, alongside such programs could further enhance their impact, creating a holistic framework for child well-being and resilience-building. 

Funding: Children for Health funded this research, with logistical support from the author.

Data Availability Statement: The data that support the findings of this study are available from the corresponding author upon reasonable request.

Ethical Considerations: Ethical approval was obtained from the appropriate review board in Zambia. Parental consent was secured for all children involved in the program.

Acknowledgments: The author thanks the community members of Sansamwenje for their participation and feedback.

Conflict of Interest: The author declares no conflicts of interest.

Declaration of generative AI in scientific writing: During the preparation of this work, the author used ChatGPT to assist in drafting and refining various sections of the manuscript. After this tool was utilized, the author reviewed and edited the content as needed and takes full responsibility for the content of the published article.

References

• CASEL. (2022). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/what-is-sel/

• McGonigal, J. (2015). SuperBetter: A revolutionary approach to getting stronger, happier, braver, and more resilient. Penguin Press.

• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

• Rosenberg, J., & McGonigal, J. (2016). The impact of gamification on mental health outcomes: A systematic review. Games for Health Journal.

• UNICEF. (2023). Child mental health and well-being. United Nations International Children's Emergency Fund. 

• World Health Organization. (2022). Mental health and well-being. World Health Organization. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response