Promoting adolescent mental health in Tanzania and Vietnam through a co-created universal school-based initiative

This article assesses a 10-month co-created universal school-based mental health (SBMH) promotion initiative for adolescents (10–19). The study combined quantitative and qualitative components. Pre- and post-intervention surveys were conducted in four schools in Tanzania ( n = 400 baseline, 488 endline, with 100 intervention participants at both) and eight schools in Vietnam ( n = 1,036 baseline, 893 endline and 436 in panel). In each country, ~90 qualitative interactions (interviews and focus groups) were held at baseline and endline with adolescents, parents, teachers and service providers (total = ~180). In Tanzania, multivariate analysis indicated significant gains among intervention participants relative to peers. Emotional literacy rose 9.5% ( p = 0.007; d = 0.57). Attitudes toward help-seeking ( p = 0.021; d = 0.50) and prosocial behaviors ( p = 0.043, d = 0.38) also improved Active coping increased 15.6% ( p = 0.006; d = 0.55). In Vietnam, emotional literacy increased 5.3% ( p = 0.012, η 2 = .019), and positively, emotion-focused coping declined 14.4% ( p = 0.032, η 2 = .015). Qualitative evidence reinforces these findings, and suggested spillover effects for nonparticipants. Overall results indicate that co-created universal SBMH initiatives can improve adolescent well-being and offer viable alternatives to limited adolescent-focused mental health services in LMICs

Focus group · Health promotion · Mental health · Mental health literacy · Prosocial behavior · Qualitative research · Tanzania · Child and Adolescent Psychosocial and Emotional Development · Digital Mental Health Interventions · Mental Health Treatment and Access