A longitudinal quasi-experimental study of a pedagogical approach to supporting undergraduate well-being and mental health: digital interdisciplinary accredited elective mental health literacy university course
Mental health literacy delivered as an accredited undergraduate interdisciplinary course is highly acceptable and associated with improvement in psychological coping and positive effects on student mental health and well-being. Future research should focus on more diverse student samples, underlying mechanisms and sustained effects.
Authors
- Elizabeth Tetzlaff (ORCID: https://orcid.org/0009-0001-2822-6269)
- Anne Cecilia Duffy (ORCID: https://orcid.org/0000-0002-5895-075X)
- Nathan King (ORCID: https://orcid.org/0000-0003-4664-5456)
- Kurtis Pankow (ORCID: https://orcid.org/0000-0002-1782-3877)
- Simone Cunningham (ORCID: https://orcid.org/0000-0002-4179-2812)
- Edward R. Watkins (ORCID: https://orcid.org/0000-0002-2432-5577)
- Lucy J. Robinson (ORCID: https://orcid.org/0000-0001-5838-8384)
- Emily Dephoure
- Charles D G Keown-Stoneman
- Kristen Kyone
- Adeleine Guinevere Lyon
- Daniel Rivera
Institutions
- Dalhousie University (CA)
- University of Toronto (CA)
- Queen's University (CA)
- Phillips Exeter Academy (US)
- Li Ka Shing Foundation (CN)
- Swansea University (GB)
- University of Oxford (GB)
- Newcastle University (GB)
Publication Details
- Journal
- BJPsych Open
- Published
- 2026-02-16
- DOI
- https://doi.org/10.1192/bjo.2025.10960
- Primary Topic
- Mental Health Treatment and Access
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Canadian Institutes of Health Research