ReviewIndian journal of psychological medicine2026
Effectiveness of Mental Health Literacy Training for School Teachers: A Systematic Review Spanning 2012-2024.
Review in Indian journal of psychological medicine, 2026. 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
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
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose of the Review: The mental health of students is an increasing concern in school settings, with teachers often acting as the first line of support. As a result, there is growing interest in improving teachers' mental health literacy (MHL) through structured training programs. This systematic review aims to synthesize available evidence on MHL interventions targeting school teachers and to evaluate their effectiveness in enhancing knowledge, attitudes, and the ability to identify and address students' mental health issues. Collection and Analysis of Data: A comprehensive literature search was conducted across eight databases: PubMed, Scopus, Ovid Technologies (commonly referred to as Ovid, a biomedical and academic research database platform), ScienceDirect, Cochrane, PsycINFO, Education Resources Information Center (ERIC), and Google Scholar. Keywords included "MHL," "teachers," "intervention," and "effectiveness." Experimental studies published between 2012 and 2024 were considered. From the 3,459 initial records, 871 remained after duplicates were removed. Following the screening of titles and abstracts, 44 studies were examined in full, of which 13 satisfied the inclusion criteria. The final review included five randomized controlled trials (RCTs), two cohort studies, and six pre- and post-intervention studies. Compared to previous reviews, this review incorporated a greater number of high-quality studies. Overall, the interventions showed a positive impact on teachers' mental health knowledge, attitudes, and supportive behaviors, although the magnitude of effects varied. Conclusions: The review highlights that MHL training programs can be effective in empowering teachers to better support students' mental health needs. These findings support the need for contextually relevant, evidence-based training to strengthen educators' roles in promoting student well-being.
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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.