Mental health literacy among adolescents in Nigeria exposed to a school-based multidimensional intervention.

Abstract

Background: It is crucial to prioritize mental health (MH) promotion among adolescents, as the initial onset of mental illnesses commonly occurs during this developmental stage. Adopting a multi-pronged approach to mental health literacy (MHL) may help promote adolescent mental well-being.

Objective: We aimed to determine baseline adolescents' knowledge and attitudes on mental illness and any changes following a multidimensional MHL program.

Method: A pre-post study was conducted among 600 adolescents in grades 10-12 recruited by multistage sampling in southwest Nigeria. MHL training was implemented using multidimensional tools which included peer-led education, MH booklets, posters, and role plays over a six-week period. Pre- and post-intervention questionnaire data on the knowledge and attitudes of respondents on MH issues were collected and analyzed.

Results: Of 600 students, 594 (99%) [mean age of 14.87 (SD 1.44), a range of 11-21 years, and a female: male ratio of 1.3:1] completed the study. Post-intervention there were significant improvements in some but not all domains assessed. Participants' views on care seeking and willingness for friendship improved post-intervention with a significant reduction in the concern for personal safety as a reason for unwillingness for friendship. Mean knowledge scores significantly increased from 11.89 (SD 2.56) to 13.51 (SD 2.62).

Conclusions: The findings suggest that school-based multidimensional interventions may improve MHL. However, additional studies are needed to more rigorously assess their impact to inform effective integration of MHL into school curricula to enhance adolescent MHL.