A systematic review: increasing mental health literacy in students through “The Guide”

Abstract

Background Ensuring mental health literacy among students aged 10–25 is of utmost importance, and the efficacy of educational programs in this domain holds significant value. This systematic review assesses the influence of The Guide (Mental Health and High School Curriculum Guide) on mental health literacy within this demographic. Materials and methods This review examined how effective The Guide was in increasing students’ mental health literacy, help-seeking attitudes, and stigma reduction. It also looked at what factors influenced its implementation and sustainability in different settings. It followed the PRISMA guidelines and searched for studies that used The Guide or a modified version of it with students aged 10–25 from 1975 to 2023. Studies were assessed for quality using the QuADS Quality Appraisal tool. Results Our systematic review encompassed a comprehensive analysis of 10 reports derived from five primary articles originating from six countries, with a combined participant pool of 4298 individuals. The selected studies exhibited variations in design, duration, delivery modes, and outcome measures. The synthesized findings underscored the positive impact of The Guide educational program on enhancing students' mental health literacy. However, the effects on students' help-seeking attitudes and stigma were varied. Additionally, the results illuminated that the success and sustainability of The Guide were contingent on several factors, including the mode of delivery, the role of facilitators or teachers, and the unique characteristics of the student population. Conclusion The review showed that The Guide was effective in improving students’ mental health literacy in different settings. It also suggested that The Guide needed to be adapted and tailored to the local context and culture, and that the facilitators or teachers and the students needed to be trained and involved in the process.