Effectiveness of Mental Health Literacy Programs in Primary and Secondary Schools: A Systematic Review with Meta-Analysis

• Published in: Children (Basel) Vol. 9; no. 4; p. 480
• Main Authors: Amado-Rodríguez, Isaac Daniel, Casañas, Rocio, Mas-Expósito, Laia, Castellví, Pere, Roldan-Merino, Juan Francisco, Casas, Irma, Lalucat-Jo, Lluís, Fernández-San Martín, Mª Isabel
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 31.03.2022; MDPI
• Subjects: adolescent; Clinical trials; First aid; Health education; Health literacy; help-seeking; Intervention; Knowledge; Mental disorders; Mental health; mental health literacy; Meta-analysis; Pediatrics; Peer review; Performance evaluation; Prevention; Review; Stigma; Substance abuse treatment; Systematic review; Teenagers; help-seeking; stigma; mental health literacy; meta-analysis; adolescent; intervention; systematic review
• ISSN: 2227-9067; 2227-9067
• DOI: 10.3390/children9040480

In recent years, there has been an increase in studies evaluating the effectiveness of mental health literacy programs within the context of education as a universal, preventive intervention. A systematic review and meta-analysis regarding the effectiveness of mental health literacy interventions in schools, from 2013 to the present, on mental health knowledge, stigma, and help-seeking is conducted. Of the 795 identified references, 15 studies met the inclusion criteria. Mental health knowledge increased after the interventions (standardized mean difference: SMD = 0.61; 95% CI (0.05, 0.74)), at two months (SMD = 0.60; 95% CI (0.4, 1.07)) and six months (SMD = 0.39; 95% CI (0.27, 0.51)). No significant differences were observed between stigma and improving help-seeking. Mental health literacy interventions are effective in augmenting mental health knowledge, but not in reducing stigma or improving help-seeking behavior.