Cultural Humility in Action: Contextualizing Coping Power for Middle Schools in Guadalajara,Mexico

Abstract

Promoting youth mental health is a global public health priority. However, many evidence-based programs developed in the USA are not widely accessible in low- and middle-income countries (LMICs), where violence, mental health concerns, and COVID-recovery challenges persist. Adapting such programs requires attention to cultural and contextual factors. Guided by a cultural humility framework, this study presents qualitative findings used to inform the initial contextualization and adaptation of the Coping Power program for use in Mexican middle schools. Originally developed to promote social-emotional skills and reduce aggression and substance use, Coping Power has been implemented internationally but to date, had not yet been adapted. To guide initial adaptations, we conducted focus groups and interviews with 13 teachers in Guadalajara. Focus groups explored teachers’ perceptions of student needs, program relevance, and barriers. Additional follow-up interviews with those who piloted the program in 2024 were analyzed using rapid qualitative methods. Findings highlighted family dynamics and self-management as key socio-emotional needs. Reported barriers included the context of community violence, teacher readiness, and student engagement. These findings underscore the importance of teacher training and context-specific modifications when adapting preventive interventions for LMIC settings.