Successful application of a Canadian mental health curriculum resource by usual classroom teachers in significantly and sustainably improving student mental health literacy
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Objective: To investigate whether the significant and substantive findings from a previous study of youth mental health literacy (MHL) could be replicated using the same methods in another population. Method: We examined the impact of a curriculum resource, the Mental Health and High School Curriculum Guide (The Guide), taught by usual classroom teachers on students' knowledge and attitudes related to mental health and mental illness in Canadian secondary schools. Survey data were collected before, immediately after, and 2 months after implementation of The Guide by teachers in usual classroom teaching. We conducted paired-sample t tests and calculated the Cohen d value to determine outcomes and impact of the curriculum resource application. Results: One hundred fourteen students were matched for analysis of knowledge data and 112 students were matched for analysis of attitude data at pre-intervention, post-intervention, and 2-month follow-up time periods. Following classroom exposure to the curriculum resource, students' knowledge scores increased significantly and substantively, compared with baseline ( P < 0.001, d = 1.11), and this was maintained at 2-month follow-up ( P < 0.001, d = 0.91). Similar findings for attitude improvement were found ( P < 0.001, d = 0.66), and this improvement was maintained at 2-month follow-up ( P < 0.001, d = 0.52). Conclusions: These findings corroborate those from a previous study conducted in a different location. Taken together these results suggest a simple but effective approach to improving MHL in young people by embedding a classroom resource, delivered by usual classroom teachers in usual school settings.
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Both perceived stigma and personal or self-stigma may be more marked among certain groups including people with less education and those who are more psychologically distressed.
“Both may be more marked among certain groups including people with less education and those who are more psychologically distressed. 344”
From Time for united action on depression: a Lancet–World Psychiatric Association Commission (2022) · cites this paper as [344]
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- Authors
- Kutcher, S., Wei, Y., & Morgan, C.
- Affiliations
- Dalhousie University (CA)
- Corresponding author
- Kutcher, Stan
- Venue
- The Canadian Journal of Psychiatry
- Publisher
- SAGE Publications
- Published
- 2015-12
- Volume
- 60
- Issue
- 12
- Pages
- 580-586
- ISSN
- 0706-7437 (ISSN-L)
- 1497-0015
- PMC
- PMC4679167
- OpenAlex
- W2329373558
- Cited by
- 145
- References
- 46
- Citations by year
- 2026: 9 · 2025: 11 · 2024: 19 · 2023: 18 · 2022: 20 · 2021: 18 · 2020: 20 · 2019: 8 · 2018: 7 · 2017: 9 · 2016: 3 · 2015: 2
- FWCI
- 15.30
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- The Canadian Journal of Psychiatry (publishedVersion)
- Europe PMC (PubMed Central) (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Social Psychology › Mental Health Treatment and Access
- Social Sciences › Psychology › Clinical Psychology › Psychology and Mental Health
- Keywords
- mental health literacy, youth mental health, classroom teachers, high school students, mental illness knowledge, attitudes toward mental illness, replication study, school mental health education
- MeSH terms
- Adolescent, Mental Disorders, Canada, Curriculum, Faculty, Female, Health Education, Humans, Health Knowledge, Attitudes, Practice, Male, Mental Health, Schools, Health Literacy
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