Abstract

This study examined teacher-led task-shifting in school mental health for managing externalising behavioural problems among primary school children. In this research total sample included 59 primary class teachers from two CBSE-affiliated English-medium schools in Delhi NCR, India. For this research experimental design were used. Total 28 teachers included in the experimental group who received the 12-week task-shifting training programme and total 31 teachers included in the control group who continued regular classroom practices without receiving the training. Teacher knowledge and attitudes were measured through a questionnaire prepared by the researcher. Child behavioural outcomes assessed through the teacher-rated and parent-rated Strengths and Difficulties Questionnaires (SDQ). Baseline assess through Child Behaviour Checklist (CBCL). To analysed data Independent and paired samples t-tests used. Teachers who are in experimental group shown significantly more improvement in knowledge and attitudes than control group teachers (t(57) = 2.44, p = .018, Cohen’s d = 0.64). Teacher-rated and parent-rated outcomes also improved significantly. These improvements found in “total difficulties, conduct problems, hyperactivity, and impact scores”. Findings show that a school-based task-shifting approach can be an effective and scalable method to improve school mental health services.