Mental Health Training Research Articles

Digitally Assisted Mindfulness in Training Self-Regulation Skills for Sustainable Mental Health: A Systematic Review.

The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.

Experiences of a newly developed brief compassion-focused intervention for Trainee mental health professionals – A qualitative study

ObjectivesInformed by the Medical Research Council's process evaluation framework (Moore et al., 2015), this study explored the experiences of a newly developed brief compassion-focused intervention for trainee mental health professionals (tMHPs). DesignA qualitative approach was taken, using semi-structured interviews analysed with thematic analysis (Braun and Clarke, 2006). MethodThe intervention was developed and planned in collaboration with key stakeholders. The intervention was piloted by delivering it to tMHPs at course centres in England as part of their core teaching programme. Qualitative methods were employed to explore the experiences of the intervention using in-depth semi-structured interviews (n = 19). ResultsWhilst several suggested improvements were recommended by participants, the experience of the intervention was generally good. Participants reported finding the intervention helpful and described positive changes they subsequently noticed in themselves and their work. Factors facilitating engagement with and implementation of the intervention, such as interactive and experiential content, were discussed as improving experience. Conversely, contextual factors, such as multiple demands and levels of support, were most consistently spoken about as preventing participants from being able to make use of the intervention. ConclusionsThe brief compassion-focused intervention was largely perceived to be helpful and valuable. However, some aspects of the intervention and the context in which it was delivered were discussed as creating barriers to engagement and implementation, thereby impacting experience. These findings have several clinical implications and highlight areas for further research.

VA adding new mental health staff to address veteran suicides

The Department of Veterans Affairs (VA) is planning to staff up on mental health professionals and launch new resources to address an uptick in veteran suicides, the Federal News Network reported. The VA on Nov. 16 released its National Veteran Suicide Prevention Annual Report, which tracks veteran suicides in 2021 — the most recent year for which the VA has data. The report shows that 6,392 veterans died by suicide in 2021; 114 more veterans than in 2020. That's nearly a 2% increase compared with the previous year. In 2021, an average of 17.5 veterans died from suicide each day. The number reflects an increase in deaths by suicide in the non‐veteran U.S. population. The non‐veteran population saw 40,020 suicide deaths in 2021; 2,000 more than in 2020. The VA, in its report, said it plans to launch a “full hiring initiative” for mental health experts. That includes hiring additional mental health care professionals and expanding its own programs to train mental health care professionals. The VA's Under Secretary for Health, Shereef Elnahal, told reporters that increased mental health staffing is particularly important to the VA. Higher levels of mental health staffing have been associated with decreased suicidal behavior among patients within health care systems, the VA stated.

Reflective supervision and reflective practice in infant mental health: A scoping review of a diverse body of literature.

Reflective practice is a core component of Infant Mental Health (IMH) training and work in the form of reflective supervision/consultation (RS/C). RS/C supports and facilitates relationship-based practice, and is considered to help prevent burnout and promote work satisfaction. In response to an identified gap in empirical research on RS/C, this scoping review aimed to give an overview of the broad range of study designs and outcomes by systematically charting empirical studies on RS/C in IMH-based work with children and families. Searches of Academic Search Complete, CINAHL, MEDLINE, APA PsychArticles, APA PsycInfo, and Web of Science were supplemented with a Google Scholar search and citation searching. Following title/abstract screening (n = 233) and full-text review (n = 168), 35 reports met criteria for inclusion. Key findings were organized into four categories: Essential components and processes of RS/C; Experiences and outcomes of RS/C; Emerging issues in RS/C literature; and Measuring, researching, and reporting on RS/C. Results describe the components and experience of engaging in quality RS/C, and show that practitioners generally experience RS/C as supportive and beneficial. The existing literature has some methodological limitations and further empirical research is needed on outcomes of RS/C. Practice implications and potential future research directions are discussed.

Mental Health Provider Training to Improve LGBTQ Competence and Reduce Implicit and Explicit Bias: A Randomized Controlled Trial of Online and In-Person Delivery.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals in most countries face strong stigma and often rely on affirmative mental health care to foster coping and resilience. We tested an LGBTQ-affirmative mental health training for psychologists and psychiatrists by comparing in-person versus online modalities and the added benefit of supervision. Participants were randomized to a two-day training either in-person (n = 58) or via live-stream online broadcast (n = 55). Outcomes were assessed at baseline and 5, 10, and 15 months posttraining. Optional monthly online supervision was offered (n = 47) from months 5 to 15. Given the substantial need for LGBTQ-affirmative expertise in high-stigma contexts, the training took place in Romania, a Central-Eastern European country with some of the highest LGBTQ stigma in Europe. Participants (M age = 35.1) were mostly cisgender female (88%) and heterosexual (85%). Trainees, regardless of whether in-person or online, reported significant decreases from baseline to 15-month follow-up in implicit and explicit bias and significant increases in LGBTQ-affirmative clinical skills, beliefs, and behaviors. LGBTQ-affirmative practice intentions and number of LGBTQ clients did not change. Participants who attended at least one supervision session demonstrated greater reductions in explicit bias and increases in LGBTQ-affirmative behaviors from baseline to 15-month follow-up than participants who did not attend supervision. LGBTQ-affirmative mental health training can efficiently and sustainably improve LGBTQ competence and reduce provider bias in high-stigma contexts. Future research can identify additional ways to encourage mental health providers' outreach to LGBTQ clients in need of affirmative care.

Mental health education for physiotherapists: A scoping review.

Physiotherapists play an integral role in the management of people living with a mental illness, yet little is known about their knowledge, attitudes and perceptions about mental health globally and particularly in South Africa. The purpose of the study is to map global evidence on mental health education for physiotherapists, including their knowledge, attitude and perceptions, with the goal of using this information to design an improved undergraduate curriculum for physiotherapy in South Africa. The search was focused on the South African and global context, with the participants as physiotherapists and physiotherapy students. The methodical framework proposed by Arksey and O'Malleys guided the scoping review. The online search used five electronic databases. An expert librarian assisted in the search strategy. English language, primary research articles that investigated physiotherapist or physiotherapy students' knowledge, attitude and perceptions towards mental health were sought. The search strategy extracted 226 published studies and 15 studies were included in the analysis. The results indicated that globally physiotherapists and physiotherapy students had limited knowledge about mental health. Improved attitudes were noted with a mental health training intervention. Negative perceptions were associated with limited knowledge. There was limited literature on the influence of education on mental health in physiotherapy on attitudes and perceptions. Physiotherapists desired more knowledge about mental health because of the prevalence of mental health disorders. Because of the increasing prevalence of mental illness globally, the findings of this review suggest the necessity of integrating mental health content in the physiotherapists' undergraduate programme to provide high-quality care physiotherapy management for people with mental illnesses.

Knowledge and attitude toward depression among healthcare professionals working in Ilu Aba Bor zone, Oromia regional state, Ethiopia, 2021: a cross sectional study

BackgroundDepression is the major mental disorder that frequently co-occurs with other physical illnesses, although its detection at primary healthcare is limited. Thus, the purpose of this study is to evaluate health professionals’ knowledge and attitude toward depression and its related factors.ObjectiveTo assess knowledge and attitude of healthcare professionals toward people with depression at different health facilities of Ilu Aba Bor zone, Ethiopia, 2021.MethodsA cross-sectional study was carried out involving 404 primary healthcare professionals using a systematic random sampling technique in February 2021. Attitude was assessed using depression attitude questionnaires. Epi-data version 3.1 and SPSS version 26 was used for data entry and analysis. The p-values lower than 0.05 were deemed statistically significant.ResultIn the current study, 30.4% (95% CI; 25.86, 34.94) of the respondents have inadequate knowledge and 29.9% (95% CI; 25.4, 36.8) have negative attitude toward depression. A vast majority (77.7%) of healthcare professionals have never received any kind of training on mental health. Accordingly, contact with the person with mental illness and mental health training were significantly associated with inadequate knowledge. In addition, perceived cause of depression and mental health training were significantly associated with negative attitude.ConclusionAccording to this study, the magnitude of inadequate knowledge and negative attitude in the diagnosis and treatment of depression is comparably high. Therefore, primary healthcare settings should prioritize raising awareness, promoting positive attitudes, and improving detection and treatment of depression cases.

Establishing a child and adolescent mental health center in Herat, Afghanistan: a project description

ObjectiveAfghanistan has witnessed a long-lasting 4-decade armed conflict, which together with high levels of poverty and interpersonal violence, resulted in high incidence and prevalence of mental disorders in general population, including children and adolescents. Until mid-2018, there was neither mental health care facility nor a child psychiatrist in Afghanistan. Here, we report the establishment of the first children and adolescents’ mental health center (CAMHC) in Herat province of Afghanistan. MethodsIn July 2018, CAMHC was initiated at Mental Health Training Center – Herat. CAMHC was initially planned by the International Assistance Mission (IAM) and Herat Public Health Directorate; and financially supported by the Tearfund UK, the United Methodist Committee on Relief and Tearfund Australia. The target population of CAMHC was children and adolescents in Herat and neighboring provinces, healthcare professionals, staff of government and non-governmental organizations, school teachers and community leaders. ResultsA group of eight mental health professionals were trained and made the interdisciplinary board for diagnosis and management of mental disorders in children and adolescents. During the initial three-year period, 2 448 patients, including 1 264 (51.6%) boys and 1 184 (48.4%) girls, presented with mental disorders to CAMHC. Diagnosis and management of mental disorders were performed according to standard international protocols. Eighteen awareness-raising seminars were held; 2 000 leaflets, 10 000 posters, and 30 000 brochures were prepared and distributed; and two short video clips were produced and broadcast via IAM website, social media and local TV channels. A database was developed to house for project data, assessment of outcomes and reporting to stakeholders. ConclusionEstablishment of CAMHC resulted in significant achievements in diagnosis and management of mental disorders among children and adolescents, healthcare staff capacity building, and awareness-raising about mental disorders. Data obtained in CAMHC offers government, mental health professionals and the community the opportunity of improving mental health in the region.

Mental Health Training for Health Care Workers at Eradah and Mental Health Complex in Jeddah City

Aims: This study aims to implement the impact of a mental health training program designed for health workers at Eradah Complex in Jeddah City, Saudi Arabia.
 Study Design: A quasi-study in addition to qualitative designs.
 Place and Duration of Study: A mixed method was made at Eradah Complex for the program took 4 months.
 Methodology: A mixed-methods research design was employed with A quasi-experimental design employing a single group pre-test/post-test approach utilized to assess the impact of training on knowledge and attitude and using semi-structured interviews. Additionally, qualitative feedback from both the health workers and patients was gathered to gauge the program's impact on the quality of mental health care provided at the Eradah Complex.
 Results: A total of 100 participants with different healthcare specialities were selected on quasi-experimental design with nearly equality of males and females’ gender and majority of ages more than 25 years old or less and house officers (physicians). Assessing the knowledge revealed that the group showed a significant difference before assessing the program and after it (p=0.00) with a mean difference of more than 5±1.07 for each type of mental health, also, assessing the attitude revealed that the group showed a significant difference between before assessing the program and after it (p=0.00) except for epilepsy (p= 0.17) with mean difference more than 6±1.06 for each type of mental health.
 Conclusion: The findings of this case study highlight the positive outcomes of the mental health training program. Health workers demonstrated significant improvements in their understanding of mental health disorders, communication skills, and ability to support patients experiencing mental health crises. Moreover, the program contributed to a noticeable reduction in the stigma surrounding mental illness among both staff members and patients, fostering a more supportive and compassionate healthcare environment. This case study provides valuable insights into the importance of mental health training for healthcare professionals and offers practical recommendations for other healthcare facilities aiming to enhance the mental health competencies of their staff. The study concludes with a discussion of the implications of the findings and suggestions for future research and improvements in mental health training programs for healthcare workers in similar contexts.

Pediatric collaborative care outcomes in a regional model

BackgroundDespite the movement toward hospital-based medical centers acquiring pediatric primary care offices, many primary care pediatricians still work in small, independent practices. To expand mental healthcare access, service delivery models must consider primary care practice needs and regionally available resources.ObjectiveThis report describes the implementation and evaluation of the Mood, Anxiety, ADHD Collaborative Care (MAACC) program over a 4 years period. MAACC. MAACC engaged 97 pediatric primary care clinicians across 39 practices in mental health training and supported the treatment of referred patients through a collaborative care model. To support psychosocial treatment needs, we built a child community therapy referral network of 213 licensed psychotherapy providers.MethodsData were collected on service delivery patterns (e.g., referrals, treatment use, and attrition) and patient outcomes. Measures included parent and children and adolescents PROMIS anxiety and depression short forms and the Parent NICHQ Vanderbilt.ResultsSix hundred ninety-six children and adolescents aged 6–18 were evaluated and provided treatment recommendations. Anxiety disorders were the most common diagnosis (45.4%), followed by ADHD (30.7%) and mood disorder (17%). For children and adolescents with an anxiety or mood disorder, significant improvement was observed from baseline to any initial follow-up and from baseline to 6, 12-, and 18 weeks on children and adolescents and parent measures of anxiety and depression. For children and adolescents with ADHD, significant improvement was observed from baseline to any initial follow-up measure and at 6 and 18 weeks on parent-reported inattentive symptoms. Significant differences in treatment outcomes were identified for children and adolescents with anxiety receiving psychotherapy alone and medication management and psychotherapy.ConclusionMAACC utilization and patient outcomes suggest that real-world collaborative care can effectively provide high-quality care while cultivating increased primary care treatment capacity and building on existing community resources.

Teaching hospitality and tourism students’ strategies for recognizing and supporting mental health conditions and crises in industry: an exploratory study

ABSTRACT By addressing the academic imperative for mental health education and crisis intervention, this exploratory study evaluates the desirability and availability of undergraduate education in recognizing and supporting mental health conditions and crises in hospitality and tourism industry settings. Hospitality and tourism management faculty and undergraduate students were surveyed through an online survey. The majority of faculty and students agreed mental health is important to learn in the classroom to prepare for industry, yet the majority have neither taught nor learned about mental health education and crisis intervention. The findings contribute to how educational leadership influences mental health training integration in classroom instruction. Recommendations included conducting feasibility studies with hospitality management educators on the integration of mental health in classroom learning; conducting larger, more generalizable studies on the effects of such education; and integrating effective mental health and crisis intervention training for hospitality management educators and students into curricula across the field.

Barriers to mental health help-seeking among older adults with chronic diseases

ABSTRACT Objective Older adults often delay seeking professional help, particularly for mental health problems. This is of great concern for older adults with chronic diseases, who are at risk of mental health declines. This study explored barriers to help-seeking among older adults with chronic diseases and identified factors that influence older adults’ perceptions of such barriers. Method This was a cross-sectional study with 106 adults ≥65 years, diagnosed with cardiovascular disease, respiratory disease, and/or type 2 diabetes. Demographic variables and barriers to help-seeking were measured using self-report questionnaires. Results The most common barriers to help-seeking were wondering whether the mental health problem is significant enough to warrant treatment (51.9%) and not having a regular primary health care provider to speak with (39.6%). Participants who had sought help in the past had less endorsement of these barriers than those who had never sought help. Conclusions Many older adults with chronic diseases have difficulties knowing when to seek help, and apprehensions about disclosing mental health concerns. Integrated intervention is needed involving the community (e.g., reduce stigma), older adults with chronic diseases (e.g., increase mental health literacy), and physicians (e.g., increase training in ageing and mental health) to alleviate common barriers to help-seeking in this population.

Being a Program Director in a Mental Health Training Program - A Candid Reflection

Despite the important impact that program directors can have upon a mental health training program, there is surprisingly little literature on program directors. This article builds on the existing literature by providing a candid insider’s perspective on what it is like to be a program director of a mental health training program. The article describes twelve areas where program directors may experience challenges, such as developing a leadership style, the potential impact on relationships (e.g., power), managing triangulation, addressing the impact of the role on teaching and scholarship, dealing with burnout, managing accreditation, and working with university administrators. In each of these areas, recommendations for how a program director might navigate these challenges are offered. The article concludes with a call for more research on this topic given the limited literature.

Knowledge, attitudes, and practices toward depression among physicians in Sudan.

The present study assessed the knowledge, attitudes, and practices of physicians in Sudan regarding depression. A cross-sectional study was conducted among physicians who practiced at public and private health facilities in Sudan in December of 2022. An online Google form questionnaire was administered that included knowledge, practice, and sociodemographic sections of the depression attitude questionnaire. The link to the questionnaire was sent to a convenience sample of physicians through a variety of methods including social media. A total of 407 physicians completed the questionnaire. The majority (81.1%) had no formal training on mental health after graduation. A total of 43.0% reported difficulties in differentiating between unhappiness and clinical depression, although 48.6% indicated that they could differentiate between chemical and psychological causes for depression. Half (50.4%) did not feel comfortable dealing with depressed patients. Nearly 70% indicated that psychotherapy was a better option for treating these patients than antidepressants, but only 45.7% had any mental health services at their health facility. Physicians with prior mental health training (both pre- and postgraduate training) were more likely to provide treatment options for depressed patients. This study indicates a moderate knowledge among physicians about depression, but also significant concern regarding poor attitudes and practices held toward the treatment of depression, and a lack of training. These findings highlight the urgent need for the training of physicians in the diagnosis and treatment of depression in Sudan.

Role and challenges of community pharmacists in managing mental health care in Indonesia: A mix-method study.

This research aims to explore roles and challenges faced by Indonesian community pharmacists in mental healthcare management. A sequential mixed method study was conducted. This study found that drug counselling as a pharmaceutical care service that is often given to patients with mental disorder. Nonetheless, inadequate training and concern of psychotropic drug abused were identified as a major barrier hindering effective service delivery. These finding suggests that there is a need for pharmacists to gain additional education and training in mental health, as well as implement a system that integrates patient medical records across all healthcare settings.

Mental health training for high school coaches and athletic directors: Community-based participatory research to Coach Beyond

Training to improve high school sport coaches’ and athletic directors’ knowledge, skills, and competencies to address and respond to rising mental health concerns is more important than ever. High school student-athletes are at increased risk for mental health concerns, given the pressures of balancing sport, school, and other responsibilities. This paper describes a community-based participatory research (CBPR) study that guided two years of public impact and social change efforts to improve coach education and training in one large Midwestern state in the United States. Our collective goal was to empower coaches and athletic directors to coach “beyond the Xs and Os.” Using a CBPR framework, we describe the decision-making process that led to the co-development and implementation of a mental health training program piloted with 147 high school coaches and athletic directors. We also describe intermediate outcomes associated with our collective change efforts demonstrating the value of using a CBPR approach. Our “Coach Beyond” processes and outputs showcase how CBPR can lead to transformative action and social change to reorient sport as a context focused on the holistic health, wellness, and development of student-athletes.

Addressing Early Education and Child Care Expulsion.

An important goal of early childhood education is teaching emotional self-regulation within the context of a safe, stable, nurturing environment. Expulsion of young children ignores underlying emotional and behavioral concerns, disproportionately affects children of color (Black or Hispanic), males, children with disabilities, and socioeconomically disadvantaged populations, and has long-term consequences on educational and life success. Addressing implicit bias and providing child mental health consultation (psychologists, social workers, developmental behavioral pediatricians, child psychiatrists, and child neurologists) to child care providers can prevent expulsion. Pediatricians and other providers within the medical home play an important part in preventing expulsion. However, pediatricians need more training in early childhood mental health and in understanding how systemic racism and implicit bias lead to preschool expulsion in children of color. By identifying children at risk for expulsion because of poverty, racial discrimination, toxic stress, insecure attachment, or history of trauma, the pediatrician can connect families with community resources that may ameliorate these effects. Pediatricians can provide information on social-emotional development in early childhood, promote positive parent-child relationships, and model and discuss age-appropriate and developmentally appropriate behavior management. Pediatricians can also guide parents toward high-quality child care programs that use mental health consultation and developmentally appropriate activities, both of which lessen the chance of child expulsion. Furthermore, behavioral health providers integrated into the medical home can provide consultation to child care providers on managing patients. These recommendations are consistent with our knowledge of early child brain development and support the current tenets of the American Academy of Pediatrics regarding the pediatrician's role in building resilience and buffering toxic stress to promote optimal child development.

What are the perceived barriers for building and maintaining a culture of mental health support in Australian competitive youth sport?

The mental health of young people in youth sport has received growing academic attention and sporting clubs are identified as important settings for prevention and early intervention. Despite this, very few studies have explored the perceptions of multiple stakeholders about youth sporting clubs as spaces for mental health awareness, education, and training. The purpose of the study was to understand the capacity of youth sporting clubs 1 to become a site for general mental health support and explore parents, coaches, club leaders and youth participants perceptions about their sporting club’s readiness for mental health awareness, education, and training initiatives. Using an Interpretive Description (ID) research methodology, 26 participants (parents, youth, club leaders/coaches) involved in community-level youth sport participated in a qualitative telephone interview. Data was analyzed thematically, leading to the construction of three themes about the barriers for building and maintaining a culture of mental health support in youth sport: (a) initial resistance, (b) teething issues and (c) turbulence. The themes reflected perceptions about varying levels of club readiness for meaningfully supporting positive mental health and indicated that many youth sporting clubs may find it difficult to sustain long-term, positive change. The study suggests that while sport can be a promising avenue to promote positive mental health, it is not without multiple forms of resistance, which if not navigated, may discourage efforts to establish and maintain club settings as sites for mental health, education, awareness, and first aid training. Implications for the field are discussed. Lay Summary: Parents, youth sport participants and club leaders/coaches were interviewed for the purpose of understanding their views of youth sporting clubs’ capacity to become a site for mental health support. The thematic findings suggest that clubs are differentially equipped to support meaningful cultural change surrounding mental health and sport. PRACTICAL IMPLICATIONS FOR PRACTICE Clubs seeking to become a site for mental health support encounter various barriers and therefore display differential levels of “readiness” for change. To meaningfully and sustainably create clubs that support mental health, additional intervention methods are necessary to support mental health education, awareness-raising activities and first aid training in youth sport.

Knowledge, confidence, and practices of clinical associates in the management of mental illness.

Additional human resources are needed to provide mental health services in underserved areas in South Africa (SA). Clinical associates, the mid-level medical worker cadre in SA, could potentially be used to deliver these services. The study explored the self-reported knowledge, confidence, and current practices of clinical associates related to mental health assessment and management. South Africa. A cross-sectional study was conducted. The link to the electronic questionnaire was distributed to clinical associates via databases and social media. Data were analysed with Stata v17. Of the 209 participants, 205 (98.1%) indicated they had training on management of patients with mental illness during their undergraduate degree and 192 (91.9%) had a mental health rotation. Few (10.7%) had any additional mental health training. Most participants rated their knowledge of priority mental disorders as 'good' or 'excellent'. Only 43.2% of the participants felt quite or very confident to perform a mental health examination. Participants who felt quite or very confident to manage patients presenting with suicide risk, aggression, and confusion were 44.9%, 46.9% and 53.1%, respectively. Factors associated with a confidence score of 75% and higher were male gendered, working in Gauteng or Northern Cape provinces, and in a rural area. The majority of participants were already involved in mental health assessment and management in their current work. Clinical associates have a contribution to make in mental health service provision, but this may need to be supplemented by additional practical training. Potential gaps in training have been identified.

WhySchool mental health training programs: effective for students, teachers, and school health staff

Abstract Introduction Adolescent mental health is an increasing concern due to the high prevalence of mental disorders and low levels of mental health literacy (MHL). Enhancing MHL and promoting access to services during this critical developmental phase is essential. Teachers and other educational professionals are vital in addressing mental health issues, encouraging positive mental health, reducing the stigma associated with mental illness, and promoting help-seeking behaviors. Methods This study evaluates the WhySchool project, a mental health training program for teachers, school health professionals, and students in Portugal, consisting of two interventions. The first intervention was a prospective pre-post study for teachers and school health professionals who underwent training during 2015-2016 and 2018-2020, with three evaluation phases. The second intervention was a quasi-experimental study in 2019-2020 for students who received the intervention program in a classroom setting administered by previously trained teachers. Results The first intervention significantly improved teachers’ and school health professionals’ mental health literacy, help-seeking attitudes, stigma reduction, and confidence in referring students in case of need. These effects remained stable at the M2 follow-up. In the second intervention, MHL scores increased significantly in the intervention group, while the control group showed no significant change. Stigma reduction and help-seeking attitudes also improved significantly in the intervention group, with no significant change in the control group. Conclusions The WhySchool program significantly and positively impacted teachers’ and students’ mental health literacy, help-seeking attitudes, and stigma reduction. The results underscore the importance of incorporating mental health programs into school curricula and providing teachers and school staff with the necessary tools and knowledge to deliver these programs effectively.