Mental health literacy (MHL) was first defined as the “knowledge and beliefs about mental disorders which aid their recognition, management, and prevention” (Jorm et al., 1997, p. 182). Over time, the definition was updated to include specific actions associated with applied mental health knowledge, such as managing stress, recognizing possible mental health symptoms, having more positive views of people with a mental health disorder, and knowing how to seek help for self or others who may have mental health symptoms (Jorm, 2020; Kutcher et al., 2016).
Successful health literacy programs developed for the health care field have served as a guide for the subsequent development of MHL programs in schools (Kutcher et al., 2016). Health care providers began to infuse programs to educate patients about their physical illnesses and treatments (e.g., diabetes, heart disease), which led to an increase in patients following their health care plans and improved patient health outcomes (Kutcher et al., 2016). Similarly, MHL education can empower adolescents to engage in recommended mental health preventive actions, such as managing stress and seeking help for mental health concerns (Lien et al., 2024). Students who manage stress may be able to prevent the development of serious anxiety or depressive disorders (Schwartz et al., 2017) and reduce the severity of their mental health symptoms (Lam, 2014).
The MHL movement has grown in response to rising rates and severity of mental health disorders among children and adolescents. The American Academy of Pediatrics (2021) declared that adolescent mental health comprises a serious public health crisis. Suicide is now the second leading cause of death among high school students (Centers for Disease Control and Prevention, 2021). Twenty percent of children ages 17 and younger have an identified mental health disorder and the prevalence doubles to 40% by age 18 (Shim et al., 2022).
Low and delayed mental health treatment rates among adolescents is another factor contributing to the need to develop MHL programs. Mental health treatment rates for those ages 0-17 are generally low (8.7 to 11.4%; Shim et al., 2022). If adolescents do receive mental health care, it can take six to 23 years from the onset of symptoms to access treatment (Fusar-Poli, 2019). Meanwhile, youth dealing with mental health disorders, such as anxiety and depression, often exhibit poorer academic performance (Freţian et al., 2021; Mazzone et al., 2007). As adolescents with long-term, untreated mental health disorders enter adulthood, they are at risk for difficulties in academic achievement, interpersonal relationships, employment, and financial instability (Freţian et al., 2021; Spencer, 2013).
In addition to these developmental risk factors, low rates of MHL knowledge among youth is another reason for the need to develop MHL education programs. Wahl et al. (2012) surveyed middle school students and found significant gaps in mental health knowledge. Specifically, 47% of students were uncertain whether mental health disorders and intellectual disabilities were the same thing, 65% were unsure whether mental health disorders have a biological cause, and 37% did not agree that medicine was useful in treating mental health disorders. Perhaps more alarmingly, 52% agreed that most people with severe mental health disorders do not get better, even with treatment. Low levels of MHL knowledge serve as a barrier to talking about mental health and reducing mental health stigma (e.g., viewing a person with mental health disorders as weak, incompetent, or violent) and shame (Wahl et al., 2012).
MHL school curricula modules and programs are an educational approach to help students acquire accurate, non-stigmatized views of mental health disorders. MHL may help to delay, improve, or prevent mental health disorders among adolescents (Jorm et al., 1997; Kutcher & Wei, 2017). Additionally, Bjørnsen et al. (2018) found that higher positive mental health levels were associated with higher rates of adolescent well-being (happiness, life satisfaction, and realizing one’s potential functioning).
In the full practice brief, learn more about mental health literacy prevention and identification pathways, mental health literacy intervention strategies, and key implications for practice in K-12 learning environments.
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