Examining the impact of mental health literacy training on pre-service and in-service teachers’ mental health literacy

Despite promising reports of broad cognitive benefit in studies of cognitive training, it has been argued that the reliance of many studies on no-intervention control groups (passive controls) make these reports difficult to interpret because placebo effects cannot be ruled out. Although researchers have recently been trying to incorporate more active controls, in which participants engage in an alternate intervention, previous work has been contentious as to whether this actually yields meaningfully different results. To better understand the influence of passive and active control groups on cognitive interventions, we conducted two meta-analyses to estimate their relative effect sizes. While the first one broadly surveyed the literature by compiling data from 34 meta-analyses, the second one synthesized data from 42 empirical studies that simultaneously employed both types of controls. Both analyses showed no meaningful performance difference between passive and active controls, suggesting that current active control placebo paradigms might not be appropriately designed to reliably capture these non-specific effects or that these effects are minimal in this literature.

Introduction: Adolescence is a crucial period for the development of mental health. Enhancing mental health literacy can reduce stigma and support early intervention and treatment. This study aims to examine the mental health status and mental health literacy among middle and late adolescents in a rural area of Mojokerto District, East Java, Indonesia. Methods: A total of 81 high school students from Mojokerto District participated in the study. The Depression Anxiety Stress Scale – Youth version (DASS-Y) was used to assess symptoms of depression, anxiety, and stress. Mental health literacy was measured using the Adolescent Mental Health Literacy Questionnaire (AMHL). The validity of the AMHL was tested on 30 students using Pearson correlation. Descriptive statistics were used to analyze the prevalence of mental health conditions and levels of mental health literacy. Inferential statistics were applied to explore associations between mental health status, literacy, and sociodemographic variables. Results: The results showed that 53% of students experienced symptoms of mental health problems. While most students demonstrated moderate to satisfactory mental health literacy, significant gaps remain. Enhancing literacy may help reduce stigma and improve knowledge and attitudes toward mental health. Sociodemographic factors and mental health literacy showed limited influence on mental health status. However, sex was significantly associated with both mental health literacy and mental health status (p = 0.016 and p = 0.032, respectively). Conclusion: Mental health during adolescence significantly influences adult well-being. Improving adolescent mental health literacy is crucial for early recognition, stigma reduction, and better access to mental health care.

WHAT IS KNOWN ON THE SUBJECT?: People in their twenties, including college students, experience a high level of stress and prevalence of related mental health problems including depression, anxiety and alcohol addiction, but they are the least likely age group in Korea to utilize professional help for mental health issues. Mental health literacy (MHL) refers to the knowledge and abilities necessary for maintaining mental health and preventing mental health problems. MHL also plays an important role in help-seeking for mental health issues. Therefore, studying MHL and other variables related to help-seeking is likely to enhance our overall understanding of students' mental health. WHAT THIS STUDY ADDS TO EXISTING KNOWLEDGE?: Although there have been some studies of college students' MHL in Korea, this is the first study to identify the paths and relationships between MHL and help-seeking intentions in Korean college students. Additionally, this study examined the mediating role of stigma in the relationship between MHL and attitudes toward help-seeking. The findings of this study suggest that MHL promotion can have a positive impact on the mental health of Korean college students by improving their attitudes toward help-seeking and increasing their help-seeking intentions. This study supports the idea that increased social support among Korean college students may reduce stigma and facilitate their seeking of professional help. The paths and relationships found in the present study provide evidence that a nursing intervention on-campus that improves students' MHL and reduces stigma may facilitate more effective use of help-seeking services among college students. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: MHL plays a significant role in how college students manage their mental health and the likelihood that they will seek professional help for mental health issues. Increasing MHL reduces mental health-related stigma and promotes positive attitudes toward help-seeking. A mental health nursing intervention that includes MHL improvement strategies would likely enhance students' utilization of mental health services on campus. Although students' MHL is improved by existing campus programmes and educational efforts to raise awareness of mental health, interventions should also address campus culture and stigma to facilitate mental health help-seeking. Ultimately, enhancing MHL will contribute to the prevention of mental health problems and protect the deterioration of mental health among college students. ABSTRACT: Introduction There is a high prevalence of mental health problems among college students in Korea. Although the usage rate for mental health services among Korean college students was not reported, it is known that the usage rate for Koreans is low compared to that in the United States. Aim To explore the relationships linking mental health literacy (MHL) to intentions of help-seeking in a sample of Korean college students. Method Using a cross-sectional study, data from 200 participants were analysed using a structural equation modelling approach. Results Mental health literacy had both direct and indirect effects on attitudes toward help-seeking and an indirect effect on attitudes toward help-seeking through stigma. The direct effect of MHL on attitudes toward help-seeking was fully mediated by stigma. Discussion Mental health nursing professionals have a responsibility and a challenge to enhance MHL in college students through individual or group interventions. Implications for practice MHL plays a significant role in individuals' willingness to seek professional help when in need of mental health care. Thus, mental health nursing interventions that include MHL improvement strategies would favourably enhance students' use of adequate sources of care and contribute to the prevention of mental health problems in college students.

Mental health problems among children and adolescents are rising across Europe, with around 15-20% affected. In Denmark, approximately 15% of young people are diagnosed with a mental disorder before the age of 18 years, a rate that has steadily increased over recent decades. Early mental health problems have lasting negative impacts on development, education, relationships, and future employment, representing a major public health challenge. Yet, there is limited evidence on how preventive interventions perform under real-world conditions. The STIME study addresses this gap by evaluating the effectiveness, mechanisms, implementation, and economic implications of a comprehensive preventive program for youth mental health. The STIME study comprises four sub-studies. Sub-study 1 consists of five separate waitlisted randomised controlled trials evaluating the interventions 'Signs of disordered eating', 'Signs of self-harm', 'Signs of internalising', 'Take the control back', and the 'Parent Pilots'. Participants will be randomly allocated to either immediate intervention or, depending on the intervention of interest, an active or passive control group followed by delayed access to the intervention. The active control groups will be delivered online by trained psychologists. The primary outcome across all interventions is mental wellbeing, assessed using the Strengths and Difficulties Questionnaire (SDQ) Impact Scale and the WHO-5 Wellbeing Index. Secondary outcomes are intervention-specific and measured using validated scales. Data will be collected at baseline (T0), post-intervention (T1), and six months post-baseline (T2). Sub-study 2 explores mechanisms of change, Sub-study 3 examines implementation processes, and Sub-study 4 assesses economic impact and cost-offsets. The STIME study is among the first large-scale, multi-component evaluations of preventive mental health interventions implemented under real-world conditions. By integrating prevention, implementation, and economic perspectives, this study will provide robust evidence to inform effective, scalable, and sustainable public mental health strategies for children, adolescents, and families. ClinicalTrials.gov Identifier H25031805 (accessible here https://register. gov/prs/beta/studies/S000FX7400000260/recordSummary), registered on October 3rd (version 1).

BackgroundSchool nurses (SN) are key providers of school health services and play a vital role in promoting adolescent mental health and preventing suicide. However, research into their mental health literacy (MHL) and suicide literacy remains limited.MethodsA self-administered questionnaire survey was conducted with 337 SN from Japanese middle and high schools. The survey assessed SNs’ MHL and suicide literacy, including knowledge, attitudes, intended approaches, and confidence in addressing student mental health and suicide risks.ResultsOne-third of SN incorrectly believed that they could manage psychotic symptoms by careful listening alone. Many hesitated to ask students about suicide plans, even when risk was evident. Over half lacked confidence in providing mental health education.ConclusionSNs’ MHL and suicide literacy are currently insufficient in Japan. Developing evidence-based training to improve these competencies is essential to strengthen school health services and promote better adolescent mental health and lower suicide risk.

Adolescents face many challenges when entering university. The aim of this study was determined predictor role of coping with identity threat and health literacy on the quality of life and mental health of students. This is a descriptive-analytical study of the structural equation study. Random sampling was performed on 300 students of Alborz University of medical science who were eligible to enter the study. The link of the questionnaires was provided to the students through social networks. The questionnaires were used to study identity threat, mental health, health literacy, and quality of life. The results of structural equations showed that health literacy has a negative and significant effect (β= -0.22) and identity threat strategy has a negative and significant effect on students' mental health disorder (β= -0.53). Mental health disorders have a negative and significant effect on the quality of life in students (β= -0.49), and health literacy has a positive and significant effect on the quality of life (β= 0.35). Based on Sobel criterion, mental health disorder was a partial mediator for the indirect effect of coping threat strategy on quality of life. Considering the effect of mental health and health literacy on the quality of life and the effectiveness of coping strategies, it is recommended to evaluate the mental health and health literacy of students in universities and provide educational programs for identity coping in the early years after entering the university.

BackgroundThere is a need for effective universal approaches to promote and support university student mental health that are scalable and sustainable. In this pilot study we assess the feasibility and acceptability of a fully-digitalized, comprehensive mental health literacy course co-created with and tailored to the needs of undergraduate students. We also explore preliminary associations with mental health and positive behaviour change.MethodsAn accredited online mental health literacy course was developed using state-of-the-art pedagogical principles and a reverse mentorship approach. The course was offered as an interdisciplinary undergraduate elective. Students completed an online survey before and after the 12-week course that collected demographic information and assessed mental health knowledge, emotional self-awareness, mental health, stigma, and health-related behaviors using validated measures. Dependent group t-tests were used to compare pre- and post-course levels of knowledge, mental health, sleep quality and substance use. Mental health outcomes of students who completed the course were compared to an age and sex-matched sample of students not enrolled in the course and who completed the same survey measures over the same academic year. Multivariable linear regression was used to examine the effect of course participation on outcomes at follow-up.ResultsThe course had good uptake and was positively reviewed by participants. Specifically, students found the course engaging, relevant, and applicable, and agreed they would recommend it to their peers. Among course participants there was improvement in mental health knowledge (p < 0.001) and emotional self-awareness (p = 0.02) at course completion. Compared to the matched comparison group, taking the course was associated with reduced alcohol (β = − 0.41, p = 0.01) and cannabis use (β = − 0.35, p = 0.03), and improved sleep quality (β = 1.56, p = 0.09) at the end of the term.ConclusionsFindings suggest that delivering mental health literacy as an online accredited course may be an acceptable and effective way of promoting university student mental health through improved knowledge, emotional self-awareness, and healthy lifestyle choices. As the course is expanded to larger and more diverse student cohorts we will be able to further examine the short and long-term effectiveness of the course in supporting student mental health and the underlying mechanisms.

Mental health literacy (MHL) is an essential component in the process of de-stigmatization, promoting mental health, and supporting people struggling with mental illness. Today, as the number of people suffering from mental illnesses is nearly 450 million people worldwide, the importance of having a teacher-training program that incorporates MHL in its curriculum has become paramount. This study is a quasi-experimental pre–post research that uses the MHL program as an intervention. The sample included 36 ( n = 36) high school in-service teachers from 11 schools. The participants took an online training program for 6 weeks. The evaluations were used before and after the training to assess their mental health knowledge, attitude, and self-efficacy. The data were analyzed using the paired sample t -test. The findings revealed a significant level of improvement in relation to the teachers’ MHL knowledge, attitude, and self-efficacy after the training. The study findings reveal the effectiveness of MHL training in improving in-service teachers’ knowledge, attitude, and self-efficacy in relation to mental health. The study’s limitations and future study recommendations are discussed.

Many universities have implemented campus-based initiatives addressing students’ mental health with the goal of promoting well-being. One such initiative is the newly developed Counsellor-in-Residence (CIR) program at the University of Calgary, which targets students’ mental health by providing residence-based counselling services and mental health programming. In this process evaluation, students completed three waves of data collection conducted over the academic year. Each wave measured students’ mental health literacy, using the Mental Health Literacy Scale (O’Connor &amp; Casey, 2015), and resiliency, using the Connor-Davidson Resilience Scale-25 (Connor &amp; Davidson, 2003). Males reported lower mental health literacy than females (p &lt; .001), and international students reported lower mental health literacy than domestic students (p &lt; .001). No differences in resilience levels were found between groups. These findings suggest that male and international students experience additional barriers to accessing campus-based mental health services. Implications for residence-based mental health programming that target male and international students are discussed.&#x0D;

Many universities have implemented campus-based initiatives addressing students’ mental health with the goal of promoting well-being. One such initiative is the newly developed Counsellor-in-Residence (CIR) program at the University of Calgary, which targets students’ mental health by providing residence-based counselling services and mental health programming. In this process evaluation, students completed three waves of data collection conducted over the academic year. Each wave measured students’ mental health literacy, using the Mental Health Literacy Scale (O’Connor &amp; Casey, 2015), and resiliency, using the Connor-Davidson Resilience Scale-25 (Connor &amp; Davidson, 2003). Males reported lower mental health literacy than females (p &lt; .001), and international students reported lower mental health literacy than domestic students (p &lt; .001). No differences in resilience levels were found between groups. These findings suggest that male and international students experience additional barriers to accessing campus-based mental health services. Implications for residence-based mental health programming that target male and international students are discussed.

Mental health issues are prevalent in society and the issue of adolescent mental health is becoming increasingly scrutinised. It is estimated that, during adolescence, one in five young people within Australia will experience a mental health problem (Mission Australia, 2017). As Australia’s young people spend the vast majority of their time within a school environment, educators have a unique opportunity to recognise and help support young people with mental health concerns. The purpose of this study was to explore beginning teachers’ perceptions of their understanding and skills when responding to issues of student mental health. The study further sought to determine the level of perceived competence and mental health literacy among teachers in their first five years of teaching. The conceptual lenses that underpinned the investigation were teacher perceived efficacy and the influence of the environment on a person’s development. These concepts draw on Bandura’s social cognitive theory and Bronfenbrenner’s ecological systems theory. The research focused on one school environment as a single intrinsic case study, generating qualitative data. The school principal, a school psychologist, and five beginning teachers within their first 5 years of teaching were interviewed, and relevant school and government mental health and wellbeing documents were analysed. Three major findings from this research were identified. The first finding encompasses beginning teachers’ perceptions of their role, including responding to concerns and events, referring students appropriately, and responding to the complexities that can develop in the classroom as a consequence of poor student wellbeing. The second finding involves teacher-level challenges, including difficulty accessing information, a lack of specific pre-service teacher training, and the impact on teacher wellbeing. The third finding centres upon school-level challenges, including limitations in school structure and resources, community mental health restrictions, and the need for mental health training for teachers. Recommendations are made concerning key changes and strategies to be initiated by secondary schools, initial teacher education providers, and federal and state governments. These include further resourcing in schools and initial teacher education programs to provide teachers with a greater knowledge base on student mental health. Further recommendations draw upon the need for community health and schools to work together to provide appropriate professional development to improve teacher capacity and self-efficacy. Recommendations offered for the school site include improving the communication channels between school leadership and teachers so that teachers – including beginning teachers – are able to support their students’ mental health; providing a mental wellbeing induction program; and developing wellbeing mentors for beginning teachers.

Objectives: University students represent a vulnerable population to mental health and wellbeing issues. However, young people are likely to delay or fail to engage in help-seeking behaviours. Embedding mental health learning opportunities in curriculum design may improve the mental health and wellbeing of students, but there are challenges to embedding this material in non-health disciplines where students’ intrinsic interests may not align with mental health–themed coursework. To explore this challenge, the present study involved embedding mental health literacy learning into an Event Management course through an experiential learning opportunity. Design: A quasi-experimental design involving university students divided into intervention groups ( n = 40) and control groups ( n = 83). Setting: Students in the intervention groups managed events across campuses of a major Australian university in support of a University Mental Health and Wellbeing Day. Students in the control groups managed non-mental health events. Method: Pre- and post-event surveys compared students’ perceptions of experiential learning, of the effectiveness of student-led events in promoting mental health literacy and help-seeking behaviours in themselves and peers, and of embedding mental health learning into an experiential learning framework. Results: Results suggest that experiential learning opportunities that contain mental health literacy content in addition to course content can be valuable without interruption to core learning aims. Conclusion: This study is one of the first to evaluate the impact of innovative curriculum designs that embed mental health literacy in non-health disciplines, highlighting the opportunities for creative approaches to improving mental health education in universities.

Education is not only about academic knowledge, but also about the overall balance between body and mind. Amidst increasing academic demands and constant social pressures, students’ mental health is a crucial aspect that should not be ignored. Mental health literacy in a legal perspective is the foundation for academic success, healthy social interactions and overall quality of life. In the educational environment, we often talk about achievement, grades and preparation for the future, but we often forget that students’ mental health is an important foundation for achieving such success. Mental health disorders such as anxiety, depression or stress that are not addressed can interfere with concentration in learning, healthy social interactions, and even general physical health. Therefore, it is important for us to start building mental health literacy in a legal perspective among students. By knowing the symptoms that may appear, preventive measures that can be taken and available sources of support, we can help create an inclusive, caring and supportive educational environment for students’ mental well-being. Many countries have specific regulations that cover aspects of mental health literacy in the educational environment, including students’ rights related to access to services and protection from discrimination. Student mental health literacy from a legal perspective involves the application of legal principles in the context of protecting and fulfilling students' rights related to mental health in the educational environment. Mental health literacy from a legal perspective as an integral part of individual well-being is gaining increasing emphasis in the legal realm. Protection of individual mental health does not only rely on medical aspects, but is also closely intertwined with the rights and regulations that accompany it. Education, advocacy, and cross-sector collaboration are key in efforts to improve mental health protection from a legal perspective that includes interrelated social, educational, health, and legal aspects. Through a better understanding of this background, regulations and policies can be developed to better protect and support students' mental health in educational institutions.

An upper-year elective undergraduate course on mental health and wellness is explored as a method of increasing concurrent teacher education students’ mental health literacy and strategies for coping with stress. This paper describes the experiences of seven concurrent education undergraduate students in the semester-long mental health and wellness course. Data were collected from semi-structured interviews conducted at the end of the course with each participant. Participants identified sharing and personal reflection as critical elements of the course which helped them acquire a deeper understanding of mental health and wellness and strategies for coping with stressful situations. Participants also discussed their future roles in promoting and sustaining mental health and wellness in themselves, their students and their colleagues. The findings are discussed in terms of increasing teacher candidates’ mental health literacy.

A single-blinded, parallel-groups (intervention, active and passive control groups) randomized controlled trial (RCT) was chosen to investigate whether a specific reminiscence program is associated with higher levels of quality of life in nursing home residents with dementia. The intervention used a life-story approach, while the control groups participated in casual discussions. The Social Engagement Scale (SES) and Self Reported Quality of Life Scale (SRQoL) were used as the outcome measures, which were examined at baseline (T0), 12 weeks (T1), and six months (T2) after the intervention. The final sample had 135 subjects (active control group = 45; passive control group = 45; intervention group = 45). The Wilcoxon test showed significant differences in the intervention group between T2 and T0, and between T1 and T0 in the SES, and there were significant differences between T0 and T1 (intervention effect size = 0.267) and T1 and T2 (intervention effect size = 0.450) in the SRQoL. The univariate logistic regression scores showed that predictors of change in the SRQoL were associated with fewer baseline anxiety symptoms and lower depression scores. The intervention led to significant differences between the three groups over time, showing a significant improvement in the quality of life and engagement of the residents in the intervention group.