Abstract:

Introduction:
With growing recognition of the fundamental role well-being plays in effective learning and teaching, students and teachers in numerous developing African countries continue to experience multifaceted socio-economic, institutional and psychosocial challenges which undermine their holistic development. Overcrowded classrooms, the pressure of testing, limited resources and emotional fatigue compounded by gender specific vulnerabilities and lack of mental health support have profound effects on educational failure. This review seeks to understand the current state of student and teacher well-being across African contexts, and to learn from sustainable strategies grounded in local culture for integrating psychosocial support into education systems.

Methodology:
The design was qualitative descriptive, and we included literature from 2018 to 2024 including peer-reviewed African studies, as well as reports from UNESCO and UNICEF and national policy documents. Further thematic insights were gained from interviews and focus group discussions with 15 teachers and 20 students in sub-Saharan African countries (Eswatini, Kenya and Ghana). The data processed attention of themes using a thematic content analysis driven by the Job Demands-Resources (JD-R) model and African relational theories, specifically Ubuntu.

Results:
Results indicate that students are experiencing anxiety, academic stress, food insecurity and restricted access to psychosocial services. Burnout, workload stress, low pay, role overload and lack of college support were the experiences reported by teachers. Emotional supportive environments, strong relationship, mentorship and accessible counseling service were emphasized by both sex. Schools that introduced socio-emotional learning, school feeding programmes, peer support groups and teacher wellness packages reported greater morale, attendance and engagement.

Conclusions:
The study suggests that the improvement of well-being in developing countries necessitates system enhancement and addresses policy, institution, community, and culturally-based psychosocial interventions. Investing in wellness enhances learner achievement, decreases teacher burnout and nurtures more resilient, inclusive and human-centred African education systems.

Keywords:

Student well-being, teacher well-being, developing countries, African education systems, psychosocial support, Ubuntu philosophy.