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Mental health and wellbeing are very crucial for personal, social, educational and economic benefits of children and adolescents. In Bangladesh 21% adolescents are suffering from any one type of problem behavior. The main purpose of the study was to examine the effectiveness of the Teacher plus psychosocial model on socio-emotional well-being and knowledge and practice of SRHR of 6th grade students in junior secondary schools. It also explored the improvement of teachers’ knowledge and practice. Mixed method study with randomized control design was conducted in 14 secondary schools in Dhaka city. A total 580 students of 6th grade was randomly selected form the schools by two stage sampling where 280 students for each group. Students of 7 intervention schools received SRHR and psycho education delivered by the teachers. The intervention consists of 12 sessions on SRHR and psychosocial issues common adolescents: relationship, physical and metal changes, stress, anger, goal settings, exam phobia etc. Control group received nothing. Both quantitative and qualitative measures were taken at two pints –baseline and end line. The information was collected using the following toolsSocio-economic Status questionnaire (SES), General Health Questionnaire (GHQ), Strengths and Difficulties Questionnaire (SDQ), KAP questionnaire and FGD guideline. Findings showed that about 50 % children were girls and the mean age was 12 years. After the intervention, it is found that the intervention group were more social than control groups (7.98±1.7 vs 7.63±1.8, p=0.012) and improve their mental health status (GHQ: 10.35±4.7 vs 11.25±5.1, p=0.022). The findings also showed that the knowledge level of students and teacher about psychosocial issues and SRHR was improved and they were practicing in their life. Both respondents shared that they were less stressed than before. Teacher shared that their attitude became more positive towards students and felt more flexible to talk to students and understand their feeling. Teachers stated that students’ attendance level was increased, and they were more aware about themselves, their confidence level increased, the student those who didn’t study regularly now study timely, they can make smart goals now. Both respondents shared that students were more aware of bulling and abuse than before. Parents also noticed the positive changes in their children. All respondents suggested training all teachers should be trained and the psychosocial intervention should be implemented in every school. Teaching 6th grade students about SRHR and psychosocial issues helps to reduce stigma by increasing knowledge and change attitudes towards SRHR, bulling, and need for psychosocial support. The intervention would be a good and accessible mental health support model for adolescents

Effectiveness of Teacher Plus Psychosocial Model on Socio-Emotional Well-being of Secondary School Students: A Randomize Control Trail