Associations between college students’ personal experience with mental health issues and their mental health literacy: a strengths-based perspective

Abstract

Background

Mental health literacy (MHL) programs are a promising approach to help prevent mental health issues (MHI) among college students; however, there is an increasing need to understand individual factors that influence the development of students’ MHL.

Aims

Following a strengths-based approach, we examined if college students’ individual characteristics and MHI experience were associated with students’ MHL.

Methods

Using two vastly different college samples (Sample 1, N = 617; Sample 2, N = 306), we used the Mental Health Awareness and Advocacy framework, guided by the health belief model and social-cognitive theory, to investigate associations between students’ mental health literacy, demographic factors, and their previous experience with MHI.

Results

Results from nested regression analyses suggest that personal experiences with MHI are associated with higher MHL (knowledge, self-efficacy, and behaviors), even after controlling for key individual characteristics. Prior experience with having an MHI and receiving therapy appeared to be most important in explaining MHL behaviors.

Conclusions

Students with personal experience with an MHI may be one of the most valuable resources for increasing MHL and utilization of mental health resources on college campuses. Additional implications and future research directions are offered.

Keywords:

• mental health literacy
• college students
• prevention
• MHI

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 All data was collected prior to the COVID-19 pandemic.

2 The knowledge scale was designed to include three subscales, which can be used separately, or the scale can be scored a single scale measuring a wide range of knowledge. For this study, we opted to use the full scale.