A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth

Abstract

Mental health literacy (MHL) encompasses understanding mental health and learning how to obtain and maintain good mental health. Increasing MHL may increase help-seeking behaviors and positive mental health. This study aimed to identify school-based MHL interventions for children/youth using a scoping review methodology following the Johanna Briggs Model. The interventions were assessed for quality of evidence using the National Institutes of Health Study Quality Assessment Tools. Six databases were searched: Scopus, APA PsycInfo, Cochrane Library, ERIC, PubMed, and ProQuest Psychology. Search terms included “mental health literacy,” “intervention,” and “children.” The search yielded 27 studies after applying inclusion criteria. Eight of these studies were assessed as “poor” quality, twelve as “fair” quality, and seven as “good” quality. The results highlight the need for more research to implement and evaluate interventions to sustainably and feasibly incorporate school-based MHL interventions for children and youth into practice.

Impact Statement

Mental health literacy interventions are needed to improve knowledge of mental health, promote help-seeking for mental illness, and reduce stigma and negative attitudes toward mental illness. This review identifies that more good quality research is required of school-based mental health literacy interventions. New research is urgently needed to evaluate the feasibility and sustainability of interventions that reduce the prevalence of mental illness for children and youth.

Keywords:

• Mental health literacy
• intervention
• children
• youth
• quality

Associate Editor:

• Cixin Wang

DISCLOSURE

We have no known conflict of interest to disclose.

FUNDING

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Additional information

Notes on contributors

Alexandra Marinucci

Alexandra Marinucci is a doctoral candidate within the Faculty of Education at Monash University. Her research focuses on mental health literacy for youth with a preventative and educational approach and how this can be incorporated into school settings.

Christine Grové

Dr. Christine Grove is an educational and developmental psychologist and a Senior Lecturer in the Faculty of Education at Monash University. Alongside clinical practice, she lectures in inclusion and psychology and supervises research students within this area. Her research interests lie in engaging with the young person’s perspective and experience across psychology and education.

Kelly-Ann Allen

Dr Kelly-Ann Allen, PhD FAPS, FCEDP is an Educational and Developmental Psychologist, a Senior Lecturer in the Faculty of Education, Monash University, and an Honorary Senior Fellow at the Centre for Wellbeing Science, University of Melbourne. Her research is concerned with a sense of belonging across the lifespan and the applied focus of school belonging.