Background & Rationale
Student mental health in Morocco is increasingly recognized as a critical issue, yet current responses remain fragmented, reactive, and primarily centered on individual diagnosis rather than systemic transformation. Schools often serve as the first point of contact for students experiencing psychological distress, but they operate within structural constraints — limited institutional capacity, insufficient training, and weak coordination with health and social systems.
At the same time, global conversations — particularly in the United States — are evolving toward whole-system approaches that integrate mental health into education policy, school environments, and broader community ecosystems.
How can Morocco transition from a diagnostic model of student mental health to a preventive, system-oriented, and integrated approach?
Objective
To convene a multidisciplinary group of experts across psychology, education, and public policy in order to:
Critically assess current approaches to student mental health in Moroccan schools
Identify structural gaps across institutions and sectors
Explore pathways toward scalable, system-level solutions
Bridge Moroccan realities with international frameworks and experiences
Participants
Dr. Abdelkarim Belhaj
Professor & Director
Mohammed V University — Psychology Institute, Casablanca
Senior academic and practitioner in psychology, contributing to mental health education and institutional development in Morocco.
Dr. Abdelaziz Snehji
Professor, Education Planning
Education Systems & Strategic Planning
Specialist in education systems and strategic planning, with experience in policy design and reform.
Dr. Oumaima Achor
Professor, Public Policy
Governance & Social Sector Reform
Expert in governance and public policy, focusing on institutional systems and social sector reform.
John Kania
Senior Advisor, FSG
Co-creator, Collective Impact Framework
Globally recognized leader in social impact, advising on large-scale systems change and cross-sector collaboration.
Dr. Ivonne Borrero
Head of School Psychologists
Boston Public Schools
Leads school-based psychological services within a major U.S. urban school system, integrating mental health support into education.
Rkia Salnave
President, NASA
North Africa Student Association, Northeastern University
Practitioner with Moroccan school system background, bringing a cross-cultural perspective on student experience and community engagement.
Dr. Evangeline Harris
Professor & Expert
Psychology & Education (Affiliation TBC)
Academic and practitioner contributing an international perspective on mental health and education systems.
Key Framing Questions
From Diagnosis to System Design
Are current approaches overly focused on individual diagnosis? What would a system-based mental health model look like in Moroccan schools?
Institutional Capacity
What role should schools realistically play? How can educators be equipped without being overburdened?
Policy & Governance
Where are the critical policy gaps? How can coordination between education, health, and social sectors be strengthened?
Global Learning
What lessons can be drawn from U.S. and international models? What should be adapted — and what avoided — in the Moroccan context?
Expected Outcomes
A synthesis of key insights and strategic directions
Identification of priority areas for institutional and policy reform
Strengthened cross-sector dialogue between research, policy, and practice
Foundations for future collaboration and system-level initiatives
Organizer
ImpactForge Consulting
This roundtable is convened by Faycal El Iraqi, CEO & Founder of ImpactForge, a social enterprise focused on strategy, systems thinking, and social impact across education, health, and public policy.
Organized in collaboration with the NASA — North Africa Student Association at Northeastern University.
STAY CONNECTED
Participate in the Next Roundtable
Our roundtables bring together researchers, practitioners, and policy leaders for high-impact dialogue. Express your interest in joining a future session.