Abstract:

The study aimed to determine the effectiveness of peer-led and teacher-led educational interventions on depression-related knowledge among in-school adolescents in Ogun State, Nigeria. The study utilized a quasi-experimental design comprising one control group and three experimental groups. The population of the study was 120 in-school adolescents selected using the multistage sampling technique. A validated semi-structured questionnaire was used for data collection. The findings revealed that the adolescents’ level of depression knowledge had a significant increase after the intervention. The teacher-led group had greater knowledge scores (mean difference = 14.87; effect size = 5.222; t = 19.943; p = 0.000). In conclusion, the teacher-led educational intervention was very effective in improving the level of adolescents’ depression knowledge in Ogun State. It is recommended that teachers are empowered in the country to be able to provide adolescents with the necessary support in which they play the role of mentors in schools.