Assessment of a self-learning tool designed to improve mental health literacy of students in higher education

Abstract

Mental health remains a pressing concern for Canadians, especially for those pursuing post-secondary studies. Although the prevalence of mental health issues among this group is well documented, there remains a significant gap in the availability and accessibility of appropriate supports. Increasing mental health literacy levels has been identified as an effective mental health promotion strategy and, to date, the on-campus enhancement of mental health literacy has been hindered by the lack of evidence-based resources. Transitions is the first resource of its kind, designed to improve knowledge of mental health and mental disorders, decrease stigma, promote help-seeking behaviours, decrease feelings of isolation, and increase awareness of supports. The purpose of this thesis is to evaluate the effectiveness of Transitions in improving student mental health literacy by comparing pre- and post-test scores, evaluating whether learning goals were achieved, and investigating the impact of gender and first language on test performance and learning.