Schools face scrutiny over quality of matrons, wardens

Schools across Uganda are facing growing scrutiny over the quality and preparedness of matrons and wardens amid concerns that untrained personnel are worsening learners’ mental health and academic outcomes.

Sam Luboga, chairperson of the Education Service Commission, has warned that many schools are appointing individuals who lack the professional grounding required to handle students’ complex psychosocial needs.

Prof. Luboga made the remarks on March 21, 2026, while addressing participants during a one-day training on mental health and psychosocial challenges at Makerere University.

The event was held under the theme “Strengthening school stakeholders' capacity to address students' mental health.”

“Schools tend to select matrons and wardens who are below standard and have never gone through any form of education to understand the dynamics of learners,” Prof. Luboga said. “This eventually backfires and haunts the learners they are supposed to guide.”

He noted that the lack of proper training among school caretakers has far-reaching consequences, particularly for students’ emotional and psychological well-being.

According to him, learners subjected to poor handling often experience mental distress, which directly affects their academic performance.

“The psychosocial well-being of learners is compromised. Some are mentally tortured through harsh or uninformed approaches, and this ultimately leads to poor academic outcomes,” he added.

Prof. Luboga stressed that education should be approached as a “trinity” of coordinated efforts among teachers, parents, and government institutions. He argued that isolating any one component weakens the entire system, especially when it comes to safeguarding learners’ mental health.

He proposed that minimum qualifications for matrons and wardens should include formal training in counselling or psychosocial support. “Anyone entrusted with the responsibility of caring for learners in schools must, at the very least, undergo structured training to become a counsellor,” he said.

His remarks come at a time when mental health concerns among students are drawing increasing attention both globally and locally. Studies show that adolescents in school settings face mounting pressures ranging from academic stress to social challenges, all of which require informed and empathetic support systems.

Adding his voice to the discussion, Anthony Muwagga Mugagga, principal of the College of Education and External Studies at Makerere University, said the problem is compounded by the fact that some matrons and wardens are themselves struggling with mental health challenges.

“It is important to recognise that some of these caretakers are dealing with their own unresolved mental health challenges,” Prof. Mugagga said.

“This affects how they relate to learners and underscores the need for school managers to pay closer attention.”

He called on school administrators to not only vet the qualifications of matrons and wardens but also provide continuous professional development and mental health support for staff.

“You cannot pour from an empty cup. If caretakers are not supported, they cannot effectively support learners,” he emphasised.

Prof. Mugagga noted that institutions must adopt a more holistic approach to education, one that prioritises wellbeing alongside academic excellence.

Meanwhile, Dorothy Sebbowa Kyagaba, director of the Centre for Teaching and Learning Support at Makerere University, highlighted the critical role of structured interventions in addressing mental health challenges in schools.

Dr Kyagaba said schools need to institutionalise counselling services and equip all stakeholders with basic skills to identify and respond to signs of distress among learners.

“Mental health should not be treated as an afterthought. It is central to effective learning and development,” she said.

She added that the increasing complexity of learners’ needs requires a shift from traditional disciplinary approaches to more supportive and evidence-based practices.

“We must move away from punitive systems and embrace approaches that build resilience and emotional intelligence among students,” she noted.

Experts at the training also pointed to broader systemic gaps, including limited funding for mental health programmes in schools and a shortage of trained counsellors nationwide. According to global education and health bodies, integrating mental health services into school systems is key to improving both well-being and academic success.

The discussions at Makerere University come against a backdrop of rising awareness about student mental health in Uganda, with educators and policymakers increasingly acknowledging the need for reform.

As schools continue to grapple with these challenges, stakeholders say improving the quality and training of matrons and wardens could be a critical step towards creating safer and more supportive learning environments.

“The people we entrust with our children matter,” Prof. Luboga said. “If we get that wrong, the consequences are long-lasting.”