Toward Mental Health Literacy Education in U.S. School Communities: A National Collaborative for Research, Policy, and Practice

Overview & Synopsis

Background: Youth mental health needs have worsened following COVID-19. Rising demand for school mental health services is straining capacity. Several states have added policies requiring mental health education, yet these vary widely and barriers to operationalization exist. Purpose: This paper explores the onerous landscape of mental health education and makes the case for the education framework of mental health literacy (MHL), derived from health literacy (HL), as the North Star of universal mental health education. Methods: A scan of mental health education policies was conducted, and two state case studies were included. California requires middle- and high-school integration with existing health education, and Delaware requires K-12 mental health education allowing for integration with existing social, emotional, and behavioral wellbeing initiatives within schools' multi-tiered system of supports. Results: Thirty-six state policies were identified, with over 80% explicitly related to health education. Policies varied across multiple dimensions including scope and clarity, target audience, requirement conditions, and resources. Discussion: Barriers and opportunities are discussed, including a national effort, The Mental Health Literacy Collaborative (MHLC), focused on the benefits of MHL education. Translation to Health Education Practice: Findings offer health educator opportunities for planning, leadership, and advocacy toward implementing MHL education in schools.