Matchmaking for proposals for the 6th Call

Background Information
In 2023, the Shakahola region in Kilifi County, Kenya, experienced a tragic event involving the discovery of mass graves tied to a religious cult in the nearby Shakahola Forest. The cult allegedly convinced followers, including children, to engage in many days of uninterrupted fasting with promises of salvation, resulting in devastating loss of lives and suffering among the followers. The aftermath of this event left the region in a state of crisis, with significant mental health concerns among the local community, and especially children who witnessed or were indirectly affected by the tragic event in their region.
Post-crisis mental health assessments are crucial in understanding the short- and long-term effects of traumatic events on children. The well-being of school-going children in Shakahola is directly tied to their ability to cope, learn, and develop into healthy adults. However, little is known about the mental health impact of this specific crisis on the children in the region. This study seeks to address this knowledge gap by conducting a post-crisis mental health assessment of school-going children, intending to inform interventions to support their recovery.
Problem Statement
In the aftermath of the crisis in Shakahola, there is an urgent need to assess the mental health of affected children. These children might be experiencing increased emotional distress, yet they live in a community with limited mental health resources. Without prompt intervention, their mental health issues could affect their academic performance, social relationships, and long-term development. The absence of current data on their mental health after the crisis makes it hard to create targeted support programs. This study aims to evaluate the mental health effects of the crisis on school children in Shakahola, identify key contributing factors, and suggest appropriate interventions to promote resilience and recovery.

Study Objectives
1. To assess the prevalence and severity of mental health issues such as anxiety, depression, post-traumatic stress disorder (PTSD), and behavioral disorders among school-going children in Shakahola following the continuous crisis.
2. To identify socio-economic, familial, and environmental factors that have influenced the mental health of children in the region post-crisis.
3. To evaluate the availability, accessibility, and effectiveness of mental health support systems for children in Shakahola.
4. To develop recommendations for post-crisis mental health interventions in schools and communities
5. To work on the socio-economic support recommended to support the children who suffer loss of parents, post-traumatic stress disorders, and school dropout.

Methodology
This study will adopt a mixed-methods approach to comprehensively assess the mental health status of school-going children in the Shakahola region following the recent crisis. The methodology combines quantitative and qualitative techniques to provide both statistical analysis and in-depth insights into the children's mental health conditions.

Study Design
The study will be a cross-sectional, descriptive survey with elements of comparative analysis (with mental health assessments done in schools from other regions in Kilifi) to evaluate the current mental health status of children and examine the impact of the recent crisis. The use of both quantitative and qualitative methods will allow for a deeper understanding of the factors affecting mental health in this population.

Study Population
The study will focus on school-going children aged 6–18 years in the Shakahola region. These children represent a vulnerable group that has experienced the recent crisis and are now coping with its aftermath. Both primary and secondary schools in the region will be included in the study.

Sampling Strategy
The study will involve 400 students from a primary school and 200 students from a secondary school in Shakahola region. These two schools are strategically situated and purposely chosen due to their vicinity to the event site.

Contact: Alice Anika –Pwani University, School of Education, Educational Psychology and Special Needs Department. a.anika@pu.ac.ke.