Examining The Role of Deputy Head Pastoral in Facilitating Mental Health Support in International Schools in Kenya

Abstract

This thesis examines the contribution of the Deputy Head Pastoral (DHP) to a mental health support system for pupils in Kenyan schools. The objectives of the study were to: (i) map the spectrum of pastoral support provided by DHPs; (ii) identify organizational, training, and workload factors associated with perceived effectiveness of mental-health support led by DHP; and (iii) make evidence-informed policy and training recommendations for strengthening pastoral care and referral mechanisms. Population: counsellors from 57 international schools in the country and Deputy Head Pastoral officers serving in Kenyan schools. A concurrent mixed-methods design comprising a cross-sectional survey of DHPs (surveys were sent to all 57 national schools), semi-structured interviews with 26 counsellors (from the 57 international schools, 32 had counsellors, and simple random sampling was used to select the 26 who took part), and a documentary review of school pastoral policies. Ongoing thematic analyses were conducted on interview data, and quantitative survey data from the DHPs were analyzed for descriptive statistics as well as inferential tests. The results highlighted that DHPs typically offer brief therapy, initial screening, and coordinated referrals, but also undertake a coordinating role between practitioners and parents or teachers. Perceived efficacy was linked to access to targeted training, clear pastoral policies, and a workable caseload. Barriers included a lack of training opportunities, understaffing, a lack of resources, and interruptions in referral pathways. The study concluded by acknowledging that DHPs are regarded as key frontline agents in school-based mental-health service delivery but need systemic investment. Recommendations suggest workplace-sponsored professional development, policy clarity frameworks, established referral pathways, and workload capacity to facilitate ongoing evidence-based practice. The study will impact policy, training, resource-allocation decisions, and research agendas.