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Yeung\u003Cbr>University of Waterloo, [rcyeung@uwaterloo.ca](rcyeung@uwaterloo.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2023.1.13663](https://doi.org/10.5206/cjsotlrcacea.2023.1.13663) |  |\n\nRecommended Citation  \nZaza, C., & Yeung, R. C. (2023) . It’s time to bring mental health literacy education into the postsecondary curriculum. The Canadian Journal for the Scholarship of Teaching and Learning, 14(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2023.1.13663](https://doi.org/10.5206/cjsotlrcacea.2023.1.13663)  \nIt’s Time to Bring Mental Health Literacy Education into the Postsecondary Curriculum  \nAbstract  \nIn the last twenty years, research on post-secondary students’ mental health and well-being has grown substantially, with a dramatic increase in publications over the past decade. Likewise, concerns about declining mental health on our campuses have risen; the mental well-being of postsecondary students is now widely recognized as a major public health issue. Over the last two decades, Canadian higher education has largely addressed these concerns by promoting mental health awareness through extracurricular means. Critically, a new movement towards mental health literacy has emerged across the nation: not just supplementary outreach, but education embedded into the curriculum. To put recommendations into practice, in 2020, one of the authors [CZ] developed and taught an undergraduate course on mental health literacy with a class of 106 students. In the first offering, we conducted a pre-post study to examine if this new course would be associated with changes in mental health knowledge, stigma, and help-seeking. Of the forty students who participated in the study, ten completed measures at both the start (T1) and the end of the course (T2) . Within-subjects analyses showed that students made significant gains from T1 to T2, with a large effect size, in terms of attitudes toward seeking mental health services. Feedback on the course was very positive, both in students’ratings and their comments. Looking ahead, student well-being will depend on how institutions approach and engage with mental health literacy. We recommend firmly integrating mental health literacy education into the post-secondary curriculum.  \nAu cours des vingt dernières années, la recherche en matière de santé mentale et de bien-être des étudiants et des étudiantes au niveau post-secondaire a considérablement augmenté et a connu une hausse spectaculaire des publications au cours de la décennie écoulée. De même, les préoccupations concernant le déclin de la santé mentale sur les campus ont augmenté et le bien-être mental des étudiants et des étudiantes universitaires est aujourd’hui largement reconnu comme une question majeure de santé publique. Au cours des deux dernières décennies, l’enseignement supérieur canadien a vastement répondu à ces préoccupations en favorisant la sensibilisation à la santé mentale par le biais de moyens extracurriculaires. De manière critique, un nouveau mouvement vers la littératie enmatière de santé mentale a fait son apparition d’un bout à l’autre du pays : non seulement grâce à des actions supplémentaires mais également grâce à des programmes d’éducation intégrés dans les programmes de cours. Afin de mettre les recommandations en pratique, en 2020, une des auteurs [CZ] a développé et enseigné un cours de premier cycle sur la littératie en matière de santé mentale à une classe de 106 étudiants et étudiantes. Quand le cours a été enseigné pour la première fois, nous avons mené une étude avant e","cbCainqkJEnFjVpV","https://ap.wps.com/l/cbCainqkJEnFjVpV","pdf",277508,18,"English","# Abstract\n## Course design and evaluation\n## Findings on knowledge, stigma, and help-seeking\n## Implications for institutional integration","[{\"question\":\"What problem does the paper address about postsecondary students?\",\"answer\":\"It addresses rising concerns about declining mental health on campuses and the broader recognition of students’ mental well-being as a major public health issue.\"},{\"question\":\"How was the mental health literacy course evaluated?\",\"answer\":\"The authors taught an undergraduate mental health literacy course in 2020 and used a pre-post study to examine changes in knowledge, stigma, and help-seeking attitudes.\"},{\"question\":\"What were the main results and how did students respond?\",\"answer\":\"Within-subject analyses showed significant gains from T1 to T2, with a large effect size for attitudes toward seeking mental health services. Course feedback was very positive in both ratings and comments.\"}]","It’s Time to Bring Mental Health Literacy Education into the Postsecondary Curriculum | PDF",1792082867,45]