Effectiveness of mental health literacy intervention and contact-based education on knowledge, attitude, and stigma towards mental health among secondary school students in Chennai, South India: A cluster randomized controlled trial

• Published in: Asian journal of psychiatry Vol. 102; p. 104248
• Main Authors: Kumar, M.Suresh, Arulvendan, Hanisha, Sanjana, G., Priyadharshni, B., Arumugam, Chiranjeevi, Durairaj, Jothilakshmi, Azariah, Fredric, Sinha, Moitreyee, Raghavan, Vijaya, Thara, R.
• Format: Journal Article
• Language: English
• Published: Netherlands Elsevier B.V 01.12.2024
• Subjects: Attitudes; Mental health literacy; Mental health of students; Stigma; Mental health literacy; Attitudes; Mental health of students; Stigma
• ISSN: 1876-2018; 1876-2026; 1876-2026
• DOI: 10.1016/j.ajp.2024.104248

Global trends indicate a rise in mental health disorders among youth, prompting need for effective interventions. Mental health literacy interventions have demonstrated benefits such as improved knowledge, treatment understanding, help-seeking behaviors, and stigma reduction. This study aimed to assess the impact of a comprehensive mental health literacy program on knowledge, attitudes, and stigma related to mental health among secondary school students in Chennai. Cluster-randomized controlled trial was conducted among students from four secondary schools. Randomization was at cluster level to minimize contamination. Participating schools provided consent, and all ninth-grade students were invited to participate. Written informed consent was obtained from parents/guardians, and assent was obtained from students. There were no specific exclusion criteria, except for students who declined to participate. Analyses were performed using intention-to-treat principles, with multiple imputation for missing outcome data. After adjusting for cluster effects, the intervention group showed a significant improvement in attitude scores compared to the control group (mean difference 0.85, 95 % CI: 0.32–1.39, p = 0.002). However, no significant differences were observed between the two groups in terms of knowledge and stigma. The findings suggest that delivering a mental health literacy curriculum alongside contact-based education involving individuals with lived experiences of mental disorders positively influences students' attitudes toward mental health. Although no significant changes were observed in knowledge and stigma levels, the integration of mental health literacy programs with personal narratives from those with lived experiences holds promise for addressing mental health stigma and promoting positive attitudes among school students. •Conducted a randomized controlled trial among students of four secondary schools in Chennai.•Randomization at cluster level to minimize contamination; clusters defined as secondary schools.•Significant improvement in attitude towards mental health but no significant improvement in knowledge and stigma levels.