School-Based Universal Mental Health Literacy Curricula for K-12 Education: A Systematic Scoping Review Protocol

Abstract

Mental health concerns represent a significant public health issue worldwide, especially for adolescents (Gore et al., 2011; Solmi et al., 2021). Approximately 50% of mental health concerns emerge by adolescence, with a mean onset age of 14.5 years (Jones, 2013; Solmi et al., 2021). As such, schools are an ideal setting for universal mental health promotion and instruction. In this protocol, we explain the details of a systematic scoping review that will investigate research on mental health literacy programs in K-12 schools worldwide, focusing on in-school interventions, their challenges and benefits, and best practices. A special focus will be given to highlighting culturally competent practices in the mental health literacy programs and interventions. Seventeen databases will be searched, including ERIC, CINAHL, APAPsycInfo, PubMed, Scopus, and Web of Science. The full-text articles will be coded for trends, patterns, and outcomes to be shared in a final report that could inform future research in this area.

Keywords

• scoping review protocol
• mental health literacy
• mental health education
• universal mental health promotion
• K-12 education