Impact of a virtual workshop on mental health literacy and self-efficacy among Canadian postsecondary educators

Bibliographic Data

ID22945215
AuthorsDelaney L Johnson (0009-0008-3379-0121, Lakehead University), Aislin R Mushquash (0000-0002-4494-1326, Lakehead University), Kathryn E Sinden (Lakehead University), Lindsey Wachter (Student Health and Wellness, Lakehead University , 1007-955 Oliver Road, Thunder Bay, Ontario P7B 5E1), Erin Pearson (0000-0001-6264-9970, Lakehead University), Erin S Pearson (Lakehead University)
Year2025
Volume40
Issue2
Publication date2025-03-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHealth Promotion International (JOURNAL)
Journal identifiersISSN: 0957-4824 • E-ISSN: 1460-2245
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/daaf025
PMID40177785
OpenAlexW4409145932
LanguageEN
References cited70

Mental health concerns are increasing for postsecondary students and often exceed supportive capacity. Research highlights the importance of mental health literacy (MHL) training for educators; few studies have evaluated a program designed to improve it. The purpose was to assess the impact of a two-session, virtual workshop offered 10 weeks apart for postsecondary educators on MHL and self-efficacy to recommend mental health resources to students. Content was co-created and delivered in collaboration with the university’s Student Health and Wellness department. Validated questionnaires were used to assess MHL, self-efficacy, and psychological well-being before and after each session. Open-ended questions were posed following the second session to explore experiences. Educators at the host institution who did not enrol were invited to complete the same quantitative measures to serve as comparative data. Seven participants attended both workshops and were included in the analysis. Scores for MHL and self-efficacy increased following each session and were highest following the second, revealing medium and large effect sizes, respectively. Post-workshop MHL and self-efficacy scores were higher for workshop attendees compared to their institutional counterparts (n = 28). Positive experiences (e.g. group camaraderie, improved empathy and understanding, workshop utility) were noted qualitatively. Findings suggest that this type of virtual workshop may be valuable for equipping educators with knowledge and self-efficacy to enhance student mental health. Postsecondary wellness centre partnerships should be considered to facilitate reach of mental health education and resources. Involving educators who have direct contact with students can foster a whole campus approach to mental health.

Empathy · Literacy · Medical education · Mental health · Mental health literacy · Mental illness · Pedagogy · Psychiatry · Self-efficacy · Session (web analytics) · Health, psychology, and well-being · Medicine · Mental Health and Patient Involvement · Mental Health Treatment and Access · Psychology · Social Psychology

Tools

Open DOI