Forty-three teachers in Lagos State have received specialised training aimed at helping them tackle bullying, drug abuse and other behavioural challenges affecting pupils in schools.
The training was organised by Lions Clubs International through its Lion Quest programme, with the initiative focused on equipping teachers with skills to support pupils’ social and emotional development.
Speaking during the training, the District Governor, District 404B5 Nigeria, Phina Origho, said the programme was designed to help young people develop important life skills, build good character, make responsible decisions and maintain healthy relationships.
Origho explained that individual Lions clubs sponsored at least three teachers each from different parts of Lagos State to participate in the programme. She said the initiative was also designed to strengthen teachers’ ability to guide pupils through behavioural and social challenges.
According to her, the programme had contributed to a reduction in bullying and had helped some pupils dealing with drug abuse. She noted that bullying remains a concern even among pupils in primary schools, making early intervention and teacher awareness important.
The committee chairperson for Lions Quest, District 404B Nigeria, Hassan Olapeju, said the training also placed emphasis on the mental well-being of pupils. He described the initiative as a social and emotional learning programme designed to ensure that teachers pay greater attention to aspects of pupils’ development that may not be immediately visible in the classroom.
Olapeju said the programme was intended to create positive long-term effects by ensuring that pupils who pass through the hands of trained teachers receive support beyond conventional academic instruction.
A participant in the training, Oladeji Tunde, the Head Teacher of Westerville Nursery and Primary School, described the programme as an opportunity for teachers to update their methods and develop new approaches to engaging children and adolescents.
Tunde said the training had helped participants understand that children learn at different levels and that pupils sometimes perceived as slow learners could be dealing with challenges outside the classroom.
He explained that difficulties at home, abuse, bullying and situations where children feel ignored or unheard could affect their learning and behaviour. He therefore stressed the importance of teachers developing cordial relationships with pupils so that children can feel comfortable enough to communicate their challenges.
The training highlights the growing need for schools to address pupils’ academic development alongside their social, emotional and behavioural well-being. It also places teachers at the centre of efforts to identify and respond to challenges that can affect learning, relationships and school safety.
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