ArticleChild and adolescent psychiatry and mental health2022
Towards school-based mental health programs in Nigeria: the immediate impact of a depression-literacy program among school-going adolescents and their teachers.
Article in Child and adolescent psychiatry and mental health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 8 citations in OpenAlex.
- Meta-analysis of the effects of mental health literacy intervention on teachers: knowledge, stigma, help-seeking, and helping.Frontiers in psychology · 2025Pooled it
- Latent class profiles of psychiatric comorbidity among substance-affected Nigerian adolescents: a population-based analysis.BMC psychiatry · 2026Article
- Parent-child mental health literacy discordance and adolescent depression and anxiety: a population-based cross-sectional study.Child and adolescent psychiatry and mental health · 2026Article
- Effectiveness of Mental Health Literacy Training for School Teachers: A Systematic Review Spanning 2012-2024.Indian journal of psychological medicine · 2026Review
- High school teachers' awareness of anxiety and depression in adolescents: cross-country analysis.BJPsych international · 2026Article
- Mental health literacy among adolescents in Nigeria exposed to a school-based multidimensional intervention.Journal of the Canadian Academy of Child and Adolescent Psychiatry = Journal de l'Academie canadienne de psychiatrie de l'enfant et de l'adolescent · 2025Article
- Community-based models of care for adolescent and adult depression, suicidal behavior, anxiety, trauma, and substance use in Africa: a scoping review.Frontiers in psychology · 2024Article
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Authors and funding
6 authors at 4 institutions in 1 country.
Funding
Abstract
backgroundDepression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria.
methodsAn adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores.
resultsA total of 3098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p < 0.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p = 0.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: 0.07, p = 0.001; teachers: 0.08, p < 0.000) and least for attitude (students: 0.003, p = 0.002 teachers: 0.085, p = 0.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p < 0.05) after controlling for age, gender, and type of school among the students, but not for teachers.
conclusionsSchool-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.
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