Wachutka Kate, Echevarria Mercedes, Walsh Jennifer
School of Nursing, The George Washington University, Washington, DC, USA.
J Sch Nurs. 2025 Oct;41(5):632-641. doi: 10.1177/10598405241293746. Epub 2024 Nov 25.
School-aged children with unidentified mental illnesses experience poor health outcomes; managing this issue requires a collaborative community approach. The objective was to implement an evidence-based mental health education and sustainment program within an underresourced school setting for staff and parents/guardians supervising children to optimize adult mental health literacy (MHL). The intervention included Youth Mental Health First Aid (YMHFA) training; measurements of pre- and post-MHL were completed with the Mental Health Literacy Scale (MHLS). Sustainment was achieved by developing a school-centered mental health toolkit and integrating a school champion. There was a significant MHL score change from pretest to posttest. The toolkit bolstered sustainability by increasing the utilization of community resources. This mental health awareness initiative proved effective and can be expanded across similar underresourced schools to fill voids.
患有未确诊精神疾病的学龄儿童健康状况不佳；解决这一问题需要社区采取协作方法。目标是在资源匮乏的学校环境中为监督儿童的工作人员和家长/监护人实施一项循证心理健康教育与维持计划，以优化成人心理健康素养（MHL）。干预措施包括青少年心理健康急救（YMHFA）培训；使用心理健康素养量表（MHLS）完成MHL前后测量。通过开发以学校为中心的心理健康工具包并设立一名学校倡导者来实现维持。从预测试到后测试，MHL得分有显著变化。该工具包通过增加社区资源的利用来增强可持续性。这项心理健康意识倡议证明是有效的，可以在类似资源匮乏的学校中推广以填补空白。
