A quasi-experimental study based on evidence-based evidence to enhance the mental health literacy of primary and secondary school teachers

Abstract In recent years, the mental health problems of Chinese primary and secondary school students have become increasingly alarming. As the gatekeepers of students, primary and secondary school teachers play a crucial role in students' mental health. Their knowledge and understanding of mental health, known as mental health literacy, is beneficial for their personal development and has a significant impact on students' mental health and well-being. This study aims to explore the distinctive features of the mental health literacy of primary and secondary school teachers by formulating the internal structure of mental health literacy. Additionally, a quasi-experimental study of "whole-teacher mental health education" based on the unique dimensions of mental health literacy is employed to enhance the mental health literacy of the teachers in the experimental subjects.The results showed that a sense of Mental Health Education Mission (EHEM) is a special feature that distinguishes elementary and secondary school teachers from the general public in terms of mental health literacy. Based on this evidence-based findings, a quasi-experimental study was conducted on "Expert guidance and assistance, as well as Teacher experience and practice." An experiential workshop was conducted using EHEM as the starting point, significantly improving mental health literacy among the teachers in the experimental group. This reference value is crucial for enhancing the mental health literacy of primary and secondary school teachers. It also serves as a tool for teachers to assist and encourage the mental health growth of students, and to foster the sustainable development of comprehensive mental health education in primary and secondary schools.