Improving students’ mental health literacy: evaluation of an adapted school intervention in Germany

BACKGROUND: Mental health problems and mental illness are central concerns for young people's health. As most mental illnesses emerge before the age of 25, young people are considered a key target group for preventive measures. Mental health literacy (MHL) is considered a set of resources and capacities for positive mental health and mental health care. MHL encompasses specific mental health knowledge, positive attitudes towards mental illness, and effective help-seeking behaviors. School-based MHL interventions seem to be promising in reaching young people and educating and empowering them regarding the topic of mental health. METHODS: An evidence-based Canadian MHL school intervention was adapted for German schools and evaluated for its effectiveness in terms of strengthening different dimensions of MHL (mental health knowledge, stigmatizing attitudes, help-seeking efficacy) as well as its acceptability. The evaluation study included a pre-post intervention control group design. Paired sample t-tests were conducted separately for the intervention and control group in order to verify the improvements in the different dimensions of MHL. RESULTS: The sample comprises 251 students aged Ø 15.6 years, with 9 intervention classes (IC) and 5 control classes (CC). The analysis showed significant improvements in the MHL dimensions knowledge, attitudes towards mental illness (personal stigma) and help-seeking for the IC. In addition, the students’ reception of the intervention was highly positive which reflects high acceptance. CONCLUSIONS: Despite the rather small sample size (due to the COVID-19 pandemic), the evaluation offers insights into the effectiveness in terms of improving the different MHL-dimensions, and applicability of the adapted MHL intervention for students in Germany. Further evaluations are needed to confirm the intervention's effectiveness, especially with regard to long-term effects.