Research on the Effect of Evidence-Based Intervention on Improving Students’ Mental Health Literacy Led by Ordinary Teachers: A Meta-Analysis

Abstract

Background: the purpose of this study was to systematically review the effects of intervention experiments led by ordinary teachers to improve students’ mental health literacy and to provide evidence-based research and new ideas for improving students’ mental health literacy. Methods: A systematic search using 5 English (Web of Science, PubMed, ProQuest, EBSCO, Springer Link) and 3 Chinese (CNKI, WanFang, and VIP) databases was initiated to identify controlled trials assessing the immediate effect and delay effect of the intervention experiment led by ordinary teachers on improving students’ mental health knowledge, anti-stigma, willingness, or behavior to seek-help. Results: a total of 14 experiments with 7873 subjects were included. The results showed that the immediate effect of the intervention on promoting students’ mental health knowledge [g = 0.622, 95% CI (0.395, 0.849)] and anti-stigma [g = 0.262, 95% CI (0.170, 0.354)] was significant, but the amount of delay effect is not significant. Conclusions: the results of this review show that ordinary classroom teachers can effectively participate in projects to improve students’ mental health literacy, significantly improve students’ mental health knowledge and attitudes towards psychological problems, and make up for the shortage of full-time mental health teachers in schools. In future, more attention should be paid to students’ mental health literacy, and evidence-based intervention research should be strengthened. Furthermore, we can improve students’ mental health literacy and avoid poor mental health by addressing delays in early intervention, as well as improve experimental design, prolong the intervention time, and improve the effectiveness of the intervention.

Impact on Students of the Act–Belong–Commit Mentally Healthy Schools Framework

“…The positive impact of the Act–Belong–Commit Mentally Healthy Schools Framework on students is also consistent with Liao et al’s [ 15 ] systematic review of school mental health intervention experiments led by teachers. Liao et al [ 15 ] found that the reviewed interventions had a significantly positive impact on increased mental health literacy, and also reduced stigma around mental illness, at least in the short term. However, they found no impact on willingness to seek help.…”

“…Overall, the above findings show a positive intervention impact on (i) students’ mental health literacy, (ii) students’ openness about mental health, (iii) how students think about mental health, and (iv) stimulating students’ engagement in behaviours conducive to good mental health. It is noted that these impacts are consistent with positive findings for whole-school interventions [ 42 ] and where teachers deliver the intervention rather than mental health professionals [ 15 ]. However, these positive effects on students require confirmation in a larger sample and over a longer time period.…”

“…Hence, given that many mental health problems and disorders begin in childhood or adolescence [ 6 , 7 , 8 , 9 , 10 ], and that mental health problems adversely affect behaviour and academic performance, there has been an increasing acknowledgement worldwide that schools are an important setting for the prevention of mental health problems [ 11 , 12 ]. This has resulted in an increasing number of mental health and wellbeing school interventions in Australia and countries around the globe [ 13 , 14 , 15 , 16 , 17 , 18 , 19 ]; whilst some interventions are broad-based and implemented internationally [ 20 ], most interventions are usually specific to the school setting rather than part of a broader, population-wide mental health initiative, and, as indicated in Liao, et al [ 15 ], are often focussed on mental illness awareness raising and encouraging help seeking rather than emphasising positive mental health and building resilience. In a reflection of an emphasis on mental illness rather than positive mental health, many interventions are led by counsellors rather than the teachers [ 17 ].…”

Evaluating the Effectiveness of a School-Based Mental Health Literacy Intervention from a Comprehensive Demographic and Cognitive Perspective

“…Furthermore, ANCOVA analyses revealed that gender was the most signi cant predictor of change among three attitudinal/emotion-related MHL outcomes (stigma, stress, and well-being); however, this had little to do with knowledge acquisition (Tables 4 and 5). This is an important nding given that the role of gender in the effectiveness of school-based MHL interventions was not reported in available systematic reviews on this topic 8, [33][34] .…”

Understanding University Students' Perspectives towards Digital Tools for Mental Health Support: A Cross-country Study

“…In this study, students from Unimib specifically identified a role in stigma reduction for digital tools associated with the use of informative content shared with a wide audience via virtual platforms [ 74 ], as well as with the potential anonymity offered by these instruments [ 75 ]. More specifically, a good mental health literacy [ 76 , 77 ], together with the opportunity to seek help without attracting attention, could reduce social anxiety and moderate the relationship between self-disclosure and embarrassment, recognised as a potential individual barrier to help-seeking in university students [ 13 , 14 , 75 ]. In addition, digital content could promote the normalisation of mental health symptoms, broadening general awareness about early symptoms and overcoming stereotypes linked to mental health support, thus reducing relevant stigma [ 73 , 76 , 78 ].…”