ArticleBMC public health2025
Improving mental health literacy of educational professionals: feasibility and preliminary effectiveness of an adapted intervention LEARN-NL.
Article in BMC public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
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.
Funding
Abstract
backgroundThe high prevalence rate of adolescent mental health problems is a widespread global concern. Educational professionals in secondary education are in a prime position to address this but often lack knowledge and competencies regarding mental health (‘mental health literacy’) for this. We developed LEARN-NL, an internet-based self-paced intervention that is promising to improve mental health literacy among educational professionals. The aim of this study was to evaluate the feasibility of the LEARN-NL intervention in terms of acceptability, implementation, and preliminary effectiveness.
methodsWe performed a mixed methods feasibility study with n = 29 educational professionals in the Netherlands. Questionnaires on educational professionals’ mental health literacy, assessed by the Mental Health Literacy and Capacity Survey for Educators (MHLCSE) and subscales of the Knowledge and Attitudes to Mental Health Scales (KAMHS), were administered before and after the intervention to assess preliminary effectiveness of LEARN-NL. We further interviewed participants (n = 9) after completing the intervention to assess acceptability and implementation. Quantitative data were analyzed pre- vs. post-training, qualitative data with thematic analysis.
resultsThe LEARN-NL intervention was perceived by the educational professionals that completed the training as acceptable and useful, especially in terms of three main themes: (1) Participant satisfaction, (2) rich diversity of topics covered, and (3) better mental health literacy of educational professionals to support adolescents. LEARN-NL could be implemented as planned and we identified two main themes: (1) Format, and (2) conditions for broad implementation and impact. We further found preliminary effectiveness of LEARN-NL intervention in increasing mental health literacy of educational professionals, in terms of self-perceived awareness, knowledge, and comfort, and decreased stigma (p < 0.001).
conclusionsLEARN-NL is feasible as it is acceptable and implementable as planned for improving mental health literacy of educational professionals and shows promising preliminary effectiveness. Larger-scale effectiveness studies should be performed to further investigate 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.