POSITIVE PSYCHOLOGY INTERVENTION AS A SUSTAINABLE MENTAL HEALTH STRATEGY FOR ANXIETY AND DEPRESSION AMONG NIGERIAN SECONDARY SCHOOL STUDENTS

Abstract

Mental health concerns among Nigerian secondary school students have increased, with anxiety and depression affecting academic performance, psychosocial functioning, and overall wellbeing. Existing school-based responses tend to rely on reactive and deficit-oriented approaches that focus mainly on treatment after symptoms emerge, with limited attention to prevention and long-term resilience. This study, therefore, examines the impact of positive psychology interventions as a sustainable mental health strategy for Nigerian secondary school students suffering from anxiety and depressive related conditions. It argues that approaches grounded in strengths, emotional competence, and resilience can provide a more proactive and culturally adaptable pathway to address psychological distress among adolescents. The study evaluates the prevalence and drivers of anxiety/depression among Nigerian adolescents, current limitations in mental health support systems in Nigerian secondary schools. It then explores selected positive psychology strategies such as emotional regulation, resilience development, and strengths-based practices, and considers how these be adapted to fit the socio-cultural realities of Nigerian students. It proposes sustainable school-based implementation strategies of mental health interventions in Nigeria, with attention given to how these approaches can complement existing educational structures rather than replace them. However, the study maintains that sustainable mental health support requires a shift from crisis response to early preparation and continuous development of emotional capacity. This perspective contributes to the ongoing discussions on improved adolescent mental health in Nigeria through culturally-sensitive and preventive strategies. The study, therefore, advances practical recommendations for integrating positive psychology into school environments through curriculum inclusion, teacher training, and school-based support systems.