SynthesisFrontiers in psychology2025
Meta-analysis of the effects of mental health literacy intervention on teachers: knowledge, stigma, help-seeking, and helping.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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.
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Authors and funding
3 authors.
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Abstract
Given its critical role in promoting students' mental health and wellbeing, research on mental health literacy has increasingly focused on both in-service and pre-service teachers. We conducted this meta-analysis to examine the effectiveness of mental health literacy interventions aimed at teachers (including pre-service teachers) in improving mental health knowledge, stigma, help-seeking behaviors, and helping behaviors, while also exploring the broader impact of these interventions. Studies were identified by searching five databases (PubMed, PsycARTICLES, ERIC, Web of Science, and the Cochrane Controlled Trials Register). Of the 6,186 references identified, 18 studies were included in the meta-analysis based on the selection criteria. The results were as follows: (1) Post-training effects ranged from small to large for knowledge (g = 1.08), stigma reduction (g = -0.33), and helping behaviors (g = 0.48). (2) At 3-month follow-up, only knowledge and helping showed significant medium-to-large effects (knowledge:
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