A Scoping Review and Analysis of Mental Health Literacy Interventions for Children and Youth

Mental health literacy (MHL) encompasses understanding mental health and learning how to obtain and maintain good mental health. Increasing MHL may increase help-seeking behaviors and positive mental health. This study aimed to identify school-based MHL interventions for children/youth using a scoping review methodology following the Johanna Briggs Model. The interventions were assessed for quality of evidence using the National Institutes of Health Study Quality Assessment Tools. Six databases were searched: Scopus, APA PsycInfo, Cochrane Library, ERIC, PubMed, and ProQuest Psychology. Search terms included "mental health literacy," "intervention," and "children." The search yielded 27 studies after applying inclusion criteria. Eight of these studies were assessed as "poor" quality, twelve as "fair" quality, and seven as "good" quality. The results highlight the need for more research to implement and evaluate interventions to sustainably and feasibly incorporate school-based MHL interventions for children and youth into practice. Impact Statement Mental health literacy interventions are needed to improve knowledge of mental health, promote help-seeking for mental illness, and reduce stigma and negative attitudes toward mental illness. This review identifies that more good quality research is required of school-based mental health literacy interventions. New research is urgently needed to evaluate the feasibility and sustainability of interventions that reduce the prevalence of mental illness for children and youth. Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.2018918