The reviewed studies revealed several potential mechanisms that could help explain the association between school race/ethnic composition and mental health. The current systematic literature review describes observational studies (i.e., cross-sectional or cohort studies) that examined school race/ethnic composition, measured as diversity or density, on mental health. First, Fisher and colleagues (2014) combine national education archival data from 2005 to 2014 to examine diversity effects on depression and anxiety (aggregated as a latent variable of mental health issues from the 10-item state-trait anxiety and Center for Epidemiological Studies Depression scales) among high-schoolers from a large Midwestern county. Three U.S. studies utilized the Simpson’s diversity index, which assesses the probability that two randomly selected students are from different racial/ethnic groups. Ethnic density was measured as the classroom proportion of ethnic minority students (non-Western racial-ethnic groups; Dutch white majority students—referent category).
Championing LGBTQ+ issues in K-12 education
Assessments were offered in English or Spanish; all students chose the English version. Points of convergence of student mental health profiles across density/diversity were explored. From a public health standpoint, we recommend that Healthy Kids and other mental health interventions are widely implemented in schools given the current suicide epidemic among youth. Building Resilience for Healthy Kids may represent an equitable and accessible option for improving resilience and self-efficacy among racial minority and Hispanic youth, respectively.
To ensure dependability, the study employed a rigorous data analysis process that involved multiple researchers analyzing the data and cross-checking the results. To ensure credibility, the study involved an extended data collection period and analyzed the data in-depth, cross-checking the findings with existing literature. American students’ experiences were not excluded; instead, they were integrated into the thematic analysis, acknowledging the potential convergence or divergence of themes across different student groups. These factors, common to both student groups, were crucial in understanding the broader spectrum of mental health issues. It was also recognized that American students might have undergone significant transitions and challenges related to relocation, dislocation or feelings of otherness.
Our finding that females tend to score higher than males aligns with the literature on gender and mental health literacy in college settings . All of the demographic variables including gender, age, and ethnicity, significantly contributed to differences in mental health literacy scores. Evidence that these programs have had a positive impact on mental health literacy of participants underscores the importance and potential benefits of education in this area. Additionally, Transitions 47, 48, an educational resource for post-secondary students, which addresses life-skills and mental health information, improved students’ knowledge of mental health, decreased stigma, and increased help-seeking behaviors 49, 50. These findings imply that overall there exists a statistically significant difference in the levels of mental health literacy performance across participants.
Research Conducted at NIMH (Intramural Research Program)
- There has been an increased body of international students’ literature in recent years.
- Named in memory of John Cleaver Kelly, who lost his battle with OCD and depression in 2011, the JCK aims to empower younger generations to address mental health issues in themselves and their communities.
- Figure 1 displays the consort flow that illustrates the derivation process for the current study sample.
- Involve students of color on an ongoing basis in developing programs and resources for them.
Research has suggested that a high school with a GSA can decrease LGBTQ students-risks for using illicit drugs and https://www.umaryland.edu/counseling/self-help-resources/student-parents-or-pregnant/ prescription drug misuse and reduce their burden of minority stressors (Heck et al., 2014). According to previous studies engaging with minority stress theory (Cyrus, 2017; Fulginiti et al., 2020; Table 1), the rising likelihood of psychological health problems among LGBTQ adolescents is a result of increased social stress, which includes stigma, discrimination, bias, and victimization. It should also be noted that LGBTQ students who identify as members of other oppressed groups (for example, racial and cultural minorities, non-Christians, and members of the lower class) may face heightened instances of discrimination in educational institutions.
Find out how NIMH engages a range of stakeholder organizations as part of its efforts to ensure the greatest public health impact of the research we support. NIMH statistics pages include statistics on the prevalence, treatment, and costs of mental illness for the population of the United States. Transforming the understanding and treatment of mental illnesses. Together we can transform our nation’s schools into the safe and affirming environment all youth deserve. This section collects any data citations, data availability statements, or supplementary materials included in this article. This would provide a more comprehensive picture of the support system and its complexities.
Additionally, another study found that a greater proportion of participants in the youngest age group (20–34 years) showed evidence of depression recognition, as compared to those in the two older age groups (35–49 years and 50–64 years) . One study found that participants in the 18–29 age group displayed higher rates of identification for most anxiety-related disorders as compared to those in the 30–44 and 45–71 age groups . Thus, despite some inconsistencies, overall the literature supports the association of female gender with higher mental health literacy.