Meta-analysis of the effects of mental health literacy intervention on teachers: knowledge, stigma, help-seeking, and...

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: g = 0.73, helping: g = 0.52). (3) At longer follow-ups (> 3 months), effects on knowledge and helping remained significant (knowledge: g = 0.53, helping: g = 0.55). (4) No significant improvements were observed in help-seeking behaviors. (5) Subgroup analyses showed no significant moderating effects of region, participant type, experimental design, or intervention interaction modality for knowledge. For stigma, region, participant type, and experimental design significantly moderated intervention effects, whereas no significant moderators were observed for helping behaviors. This study indicates that mental health literacy interventions for teachers effectively improve knowledge, reduce stigma, and enhance helping behaviors in the short term, but not in promoting help-seeking. Intervention effects on knowledge remain stable over time, while the effects on stigma and helping behaviors are less consistent. Future research should include longer follow-up periods to assess sustained effects and investigate additional moderators of intervention effectiveness.