Mental Health Literacy in Schools: A Bibliometric Analysis

ABSTRACT The aim of this study is to examine research on mental health literacy in schools from a macroscopic perspective, evaluate the quantity and quality of the studies and identify the gaps in the relevant literature. In this study, studies published in the Web of Science database on mental health literacy in schools until March 1, 2025 were subjected to bibliometric analysis using the Biblioshiny interface in the Bibliometrix R Package and VOSviewer. A total of 604 articles on mental health literacy in schools were analysed from 274 sources published between 2003 and 2025. The most prolific journals were BMC Public Health, International Journal of Environmental Research and Public Health and Early Intervention in Psychiatry. According to Bradford′s Law analysis, out of 274 productive journals, 20 were in the first, 67 in the second and 187 in the third region. According to Lotka′s Law, 86% of the authors published one article, 10% published two articles and 0.2% published three articles. The most commonly used keywords in studies on mental health literacy in schools were disorders, attitudes, beliefs, depression, knowledge, help‐seeking, stigma, illness, literacy, and prevelence. In recent years, terms such as scale, programs, perceived stigma, questionnaire, and quality have attracted particular attention. It was observed that the countries with the highest number of publications were the USA, Australia and Canada, and the countries with the highest number of collaborations were the USA‐United Kingdom, Canada‐ United Kingdom and USA‐Australia. This study aims to provide a global perspective on mental health literacy in schools.