Studies show a higher prevalence rate of Mental Health Problems among basic school students compared to students in higher educational levels in Ghana. While global evidence supports the effectiveness, accessibility, and feasibility of mental health school-based interventions, there is limited research on these interventions in Ghana. This qualitative study examined professionals’ perceptions of the nature and improvement needs of school-based interventions for students with mental health issues in selected basic schools in the Greater Accra region of Ghana. Nine mental health professionals who work with these students were selected through convenience and purposive sampling. Thematic analysis identified seven key themes: Four themes described the nature of school-based interventions in basic schools, while the remaining three highlighted challenges at various levels of the child’s environment as well as recommendations for improving school-based interventions in the study area. The findings in this study underscore the importance of implementing mental health interventions in Ghanaian schools, highlighting their feasibility despite lack of evidence-based practices. The study concluded that while professionals are dedicated to assisting students, current interventions are insufficient, necessitating the effective implementation of mental health school-based interventions in Ghana.
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