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Digital Mental Health Literacy Combined With Physical Activity for Depression and Anxiety in High School Students: A
Li Chen1, Guangde Zhao2, Xiujie Shi3
1Wuhan Huaxia Institute of Technology, Wuhan, China.
Background:
Depression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students.
Methods:
In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks.
Results:
Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (-2.54 points, p < 0.001) and depression (-1.91 points, p < 0.001) compared to controls, with consistent effects across demographics.
Implications:
Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes.
Conclusions:
The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.
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