SynthesisInternational journal of environmental research and public health2023
Research on the Effect of Evidence-Based Intervention on Improving Students' Mental Health Literacy Led by Ordinary Teachers: A Meta-Analysis.
Synthesis in International journal of environmental research and public health, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to 2 registered trials, which are not on this map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Evaluation of a Training Course for Educational Professionals on Depression and Mental Health in Childhood and Adolescence
Evaluation of the Naturalistic User Experience of the Website "ich Bin Alles @Schule" (i Am Everything @school) - an Information Platform for Educational Professionals on Depression and Mental Health in Childhood and Adolescence
Who cites it
9 citing papers in PubMed, 26 citations in OpenAlex.
- Cancer cognition in basic education teachers: interactions with cancer fear, e-health literacy, and self-efficacy.BMC psychology · 2026Article
- The Mental Health Literacy and Prevention Survey (mHELP): a brief measure for assessing gatekeepers' mental health literacy in prevention research.Frontiers in public health · 2026Article
- Feasibility, acceptability and initial efficacy of a community-based mental health literacy program delivered by civil society organizations among adults in Kenya: A quasi-experimental study.Global mental health (Cambridge, England) · 2026Article
- Evaluation of an online training course for educational professionals on depression and mental health in childhood and adolescence.Child and adolescent psychiatry and mental health · 2025Article
- Article
- Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and social-cognitive perspective.Scientific reports · 2024Article
- Understanding University Students' Perspectives towards Digital Tools for Mental Health Support: A Cross-country Study.Clinical practice and epidemiology in mental health : CP & EMH · 2024Article
- Impact on Students of the Act-Belong-Commit Mentally Healthy Schools Framework.Children (Basel, Switzerland) · 2023Review
- Assessing the Effectiveness of an E-Coaching Intervention in Improving Family Support for Individuals with Mental Disorders: A Quasi-Experimental Approach.Journal of multidisciplinary healthcare · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundthe purpose of this study was to systematically review the effects of intervention experiments led by ordinary teachers to improve students' mental health literacy and to provide evidence-based research and new ideas for improving students' mental health literacy.
methodsA systematic search using 5 English (Web of Science, PubMed, ProQuest, EBSCO, Springer Link) and 3 Chinese (CNKI, WanFang, and VIP) databases was initiated to identify controlled trials assessing the immediate effect and delay effect of the intervention experiment led by ordinary teachers on improving students' mental health knowledge, anti-stigma, willingness, or behavior to seek-help.
resultsa total of 14 experiments with 7873 subjects were included. The results showed that the immediate effect of the intervention on promoting students' mental health knowledge [g = 0.622, 95% CI (0.395, 0.849)] and anti-stigma [g = 0.262, 95% CI (0.170, 0.354)] was significant, but the amount of delay effect is not significant.
conclusionsthe results of this review show that ordinary classroom teachers can effectively participate in projects to improve students' mental health literacy, significantly improve students' mental health knowledge and attitudes towards psychological problems, and make up for the shortage of full-time mental health teachers in schools. In future, more attention should be paid to students' mental health literacy, and evidence-based intervention research should be strengthened. Furthermore, we can improve students' mental health literacy and avoid poor mental health by addressing delays in early intervention, as well as improve experimental design, prolong the intervention time, and improve the effectiveness of the intervention.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.