The increasing prevalence of anxiety, depression, stress, cyberbullying, emotional burnout, and social isolation among Generation Z (Gen Z) students have become a significant concern for educators, counsellors, policymakers, and mental health professionals worldwide. As digital natives, Gen Z students are deeply immersed in technology-mediated environments that shape their social interactions, learning experiences, and psychological well-being. In response to these emerging challenges, schools are increasingly adopting tele-counselling services, digital well-being applications, and online mental health support platforms to enhance student support systems. This study investigated the integration of tele-counselling and digital well-being tools in promoting the mental health of Gen Z students in secondary schools. A descriptive survey research design was employed. The study population comprised teachers, school counsellors, principals, and senior secondary school students drawn from selected secondary schools. Using a stratified random sampling technique, a sample of 450 respondents was selected. Data were collected through the Digital Mental Health Support Questionnaire (DMHSQ) and analysed using mean scores, standard deviation, Pearson Product Moment Correlation, and independent sample t-tests. The findings revealed that tele-counselling services significantly improved access to emotional support, reduced the stigma associated with seeking psychological help, and increased students’ willingness to utilise counselling services. The study further found that digital well-being tools enhanced students’ stress management abilities, emotional regulation, self-awareness, and overall psychological resilience. However, several implementation barriers were identified, including inadequate internet connectivity, limited digital literacy, privacy and confidentiality concerns, insufficient professional training for counsellors, and risks associated with excessive screen exposure. The study concludes that the effective integration of tele-counselling and digital well-being technologies can strengthen school-based mental health support systems when supported by appropriate infrastructure, ethical guidelines, and stakeholder collaboration. The study recommends increased investment in digital counselling infrastructure, continuous professional development for school counsellors, the establishment of comprehensive digital mental health policies, and the promotion of balanced and responsible technology use within educational settings.

Keywords: Generation Z, Mental health, Tele-counselling, Digital well-being, School counselling, Educational technology, Emotional support.