EXPLORING STUDENT PERCEPTIONS ON MENTAL HEALTH SUPPORT IN SECONDARY SCHOOLS, THE ROLE OF COUNSELING SERVICES AND THE POTENTIAL FOR ARTIFICIAL INTELLIGENCE INTEGRATION: A CASE OF HARTZELL HIGH SCHOOL

Emmanuel Omondi, Sibongile Chituku, Clara Kamwara and Emmanuel Ifeanyi Obeagu*

ABSTRACT

Mental health challenges, such as anxiety, depression, and stress, are increasingly recognized as significant barriers to academic success and overall well-being among secondary school students, including those at Hartzell High School. These issues affect students’ academic performance, social development, and personal growth. Despite rising awareness, Hartzell faces challenges in addressing these concerns due to limited resources, high teacher-to-student ratios, and societal stigma. This study aims to explore student perceptions of the current counseling services at Hartzell High School, assess their effectiveness, and examine how AI could enhance these services. Through Focus Group Discussions (FGDs) with ICT teachers, counseling staff, and students, the research will evaluate the strengths and weaknesses of existing support systems and explore the potential role of AI in complementing traditional counseling methods. This study used a phenomenological research design to explore students' and educators' perceptions of mental health support in secondary schools, focusing on the integration of Artificial Intelligence (AI) to improve counseling services. The findings revealed widespread dissatisfaction with the existing counseling services. Students reported that the support they received often lacked emotional depth and was not tailored to their individual needs. Concerns about confidentiality and trust emerged as major deterrents for seeking assistance. As a result, some students resorted to maladaptive coping strategies, including substance abuse. Teachers identified common mental health challenges among students, such as depression, academic stress, and trauma, and highlighted systemic barriers, such as limited access to technological resources that hindered the effectiveness of the support systems. Although students recognized the potential benefits of AI tools, such as chatbots and mental health apps, they emphasized a preference for systems that exhibited emotional intelligence, user-friendliness, and personalization. While students acknowledged AI's potential role in supporting mental health, they stressed that AI should complement, rather than replace, human intervention, particularly in severe cases of mental distress. Mental health support at Hartzell High School faces challenges related to resource limitations, a shortage of professional counselors, and concerns regarding confidentiality. Nevertheless, both students and teachers recognize the value of AI in supporting mental health, particularly in enhancing privacy and convenience.

Keywords: Artificial Intelligence, mental health, students, secondary school, support.