CK Presentation at Generation Mental Health Conference 2025
‘Bridging Voices, Building Future: Youth Innovation in Mental Health’
Title: Mental Health First Aid: Empowering School Wellbeing through Task-Shifting
Presenter: Amanda van der Vyver-Anderson, Educational Psychologist
PRESENTER BIO:
Amanda van der Vyver-Anderson is an Educational Psychologist with over 14 years of experience and a passion for preparing young people for the world of work. She joined Community Keepers in 2017 as a therapist and later pioneered the integration of Mental Health First Aid (MHFA) into school-based mental health services, inspired by global task-shifting leaders. Following a successful 2022 pilot, MHFA was scaled nationally, in partnership with National Treasury’s Jobs Fund, reaching 78 825 learners. Amanda also consults in a student support role at Stellenbosch University and continues to focus on career guidance and mental health initiatives through her private practice.
ABSTRACT
Motivation: South African schools face growing emotional and psychosocial challenges among learners and educators. A 2025 Stellenbosch University study revealed that 50% of teachers considered leaving the profession due to the stress of managing learners’ psychosocial issues without adequate support (Hofmeyr et al., 2025). To help address this gap,
Community Keepers launched a Mental Health First Aid (MHFA) programme that embeds locally trained youth as non-specialist mental health Care Facilitators in schools. MHFA provides a structured, evidence-informed way to empower non‐specialists to respond to mental health crises, offering a safe, accessible frontline of support. Recognising its value in reaching underserved learners, Community Keepers integrates MHFA into broader task-shifting strategies to expand access and early intervention.
Objective: This presentation explores the impact of MHFA within Community Keepers’ school-based wellbeing offices, focusing on how Care Facilitators improve access by shortening wait times, offering culturally relevant support in learners’ home languages, de-escalating crises, and fostering a culture of mental wellbeing. It also highlights the secondary benefit of
emotional growth and self-awareness among Care Facilitators themselves.
Approach: Care Facilitators, community members with lived experience, receive MHFA training and ongoing supervision. Their daily presence in schools provides a consistent, approachable first line of support. They deliver safe, practical interventions and refer to on-site professionals when needed. Their role is grounded in task-shifting principles, receiving delegated responsibilities under appropriate supervision.
Main Learnings: Care Facilitators report increased confidence in identifying and responding to mental health needs using MHFA protocols. Their presence improves response times and normalises mental health conversations in schools. Supervised task-shifting also enhances collaboration, with professionals validating their triaging and referral efforts.
Implications: This model demonstrates a scalable, community-led approach to school mental health. It aligns with WHO-endorsed task-shifting frameworks and offers a sustainable strategy for improving access in resource-limited settings.
LEARNING OBJECTIVES:
– Exploring a task-shifting model that expands access to mental health support in schools by training and positioning community members as frontline Mental Health First Aiders.
– Understanding the value of community-based Mental Health First Aiders in building trust and improving access for learners by offering culturally relatable support in their home language.
– Recognising how serving as a Mental Health First Aider supports the personal growth, self-awareness, and mental wellbeing of the providers themselves.
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ALIGNED SUBTHEME: Structural Change Beyond Awareness