Development of a Content Programming Tool for School-Based Mental Health Literacy Interventions for Adolescents

Abstract

Background: Interest in adolescent mental health (MH) is gaining significant momentum, supported by numerous internationally recognized organizations. Within the educational domain, initiatives have been proposed to enhance mental health literacy (MHL); however, there remains a lack of consensus regarding the optimal sequencing of topics within such interventions. This study aims to identify the essential content to be incorporated in MHL training programs and to establish a structured framework for their delivery.

Methods: A scoping review was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines by three independent researchers. The review included reports detailing school-based MHL interventions targeting adolescents. An initial search yielded 470 reports, from which 26 articles met the inclusion criteria following systematic protocol development. Data extraction focused on identifying the MHL-related content addressed across the analyzed programs. Utilizing an inductive approach, findings were synthesized by coding information into thematic categories.

Results: Analysis revealed fourteen thematic categories. The primary knowledge and skills addressed encompassed the concept of MH and mental health problems (MHPs), stigma reduction, help-seeking, lived experiences, early intervention and prevention, promotion of wellness, self help techniques, and aid skills. Notably, few programs incorporated direct contact with individuals possessing experience of MH conditions.

Conclusions: MHL programs targeting adolescents should commence with the dissemination of foundational knowledge, followed by stigma reduction facilitated through authentic narratives and promotion of help-seeking. Subsequently, awareness of early intervention and prevention should be emphasized, alongside the development of protective behaviours, coping strategies and communication skills. Finally, interventions should work on MH crisis recognition and first aid competencies. This proposed framework culminates in an educational programming tool conceptualized as a hierarchical pyramid. It is recommended that individuals with experience in MH challenges, who have undergone recovery and received appropriate training, be actively involved in the design and implementation of these programs. Future MHL programs are encouraged to adopt this framework and rigorously evaluate its effectiveness.