- Culturally adapted, school-based mental health literacy and anti-stigma programme was delivered via train-the-trainer to 186 students across four Addis Ababa secondary schools.
- Post-intervention assessments at three weeks showed significant improvements in mental health knowledge and more positive attitudes towards people with mental illness.
- Participants reported reduced social distance, avoidance, and discomfort, and increased intentions to seek help from formal and informal sources, indicating programme promise in LMICs.
PLOS Glob Public Health. 2026 Sep 1;6(9):e0007153. doi: 10.1371/journal.pgph.0007153. eCollection 2026.
ABSTRACT
Mental health stigma remains a major barrier due to limited mental health promotion and care among adolescents in low- and middle-income countries (LMICs), due to a lack of mental health literacy, sociocultural beliefs, and misconceptions which contribute to delayed help-seeking and poor mental health outcomes. In Ethiopia, stigma surrounding mental illness can result in social exclusion, discrimination, and abandonment by family members. This study evaluated the effectiveness of a culturally adapted, school-based mental health literacy and anti-stigma intervention among secondary school students in Addis Ababa, Ethiopia. The intervention was culturally adapted in collaboration with local mental health experts and adolescent students to ensure relevance to the Ethiopian context. Using a train-the-trainer approach, seven school nurses and health extension workers were trained to deliver the intervention to 186 students across four secondary schools. Implemented over one week, the intervention utilized three components: (1) an interactive mental health literacy curriculum delivered through PowerPoint presentations and participatory activities, (2) a contact-based session involving a person with lived experience of mental illness, and (3) mental health promotion materials, including posters and bookmarks displaying anti-stigma messages. Outcomes were assessed using self-administered questionnaires completed before the intervention and three weeks after its completion. Following the intervention, students demonstrated improved mental health knowledge and more positive attitudes toward mental illness (t(185) = 8.67, p < 0.001). Social distance, avoidance, and discomfort toward individuals with mental health problems were reduced, while intentions to seek help increased, with participants reporting greater willingness to seek support from formal and informal sources. These findings suggest that a culturally adapted, school-based mental health literacy and anti-stigma intervention was associated with improving adolescents’ mental health knowledge, reduce stigmatizing attitudes, and strengthening help-seeking intentions. Such interventions represent a promising strategy for supporting adolescent mental health and addressing stigma in Ethiopia and other LMIC settings.
PMID:42678927 | DOI:10.1371/journal.pgph.0007153
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