Background: Studies showed Ethiopian adolescents have lower knowledge and awareness about resilient and risk factors and preventive methods of mental health problems that increases mental health promotion and prevention gap. Addressing this gap in school settings using technology assisted mental health promotion platforms could help improve mental health literacy level. Therefore, evaluating effectiveness outcomes of guided social media intervention to improve mental health literacy of school adolescents is convenient issue. Methods: Quantitative and quasi-experimental study will be used among urban school adolescent in Dire Dawa, Ethiopia. Following pretest measure among adolescents who have smart phones or social media access and age > 15 years old, participants will be assigned by regression discontinuity design as good as random and then mental health literacy module will be delivered through face book/telegram group to be created for about four weeks and posttest will be done after lapse of a week. Control group will receive posts on effective academic studying skills. Adapted and tested questionnaire in convenient local languages along with English version will be used. Inferential statistics will be applied with significance level of p<0.05. Informed voluntary consent will be obtained from participants, their parents/guardians and school directors. Ethical approval is already obtained.Discussion: Mental health promotion in school settings most importantly using technology assisted mental health promotion platforms supposed to be cost-effective, accessible, acceptable, adoptable, appropriate, feasible, reliable, scalable and sustainable approach helping tailor mental health literacy focused mental health first aid practices still deficient and new for Ethiopia. The study will test the hypothesis whether social media is effective channel of intervention in improving mental health literacy level of urban school adolescents.