Schröder Rebekka, Hamer Tim, Kruzewitz Victoria, Busch Ellen, Suhr Ralf, König Lars
Stiftung Gesundheitswissen, Berlin, Germany.
Charité - Universitätsmedizin Berlin, Berlin, Germany.
JMIR Ment Health. 2025 Jul 31;12:e76004. doi: 10.2196/76004.
Adolescence is a critical period for mental health development, yet prevalences of mental health problems are high among young people. Enhancing mental health literacy in school settings could be an effective strategy for the promotion of mental well-being and prevention of mental health struggles. One promising approach to achieving this goal involves equipping both students and teachers with accessible multimedia resources-such as YouTube Health videos-to enhance their mental health literacy.
The study evaluates the effectiveness of a short educational YouTube Health video for promoting mental health literacy in adolescents and teachers.
Two independent samples of 352 adolescents and 502 teachers from Germany were recruited from a large panel, representative of the German population with internet access. Participants of each sample were allocated to an experimental group (176 adolescents and 254 teachers) and a control group (176 adolescents and 248 teachers) through randomization. The experimental group watched a YouTube Health video designed to increase mental health literacy, while the control group watched a video similar in style but on a different topic. Before and after watching the publicly available YouTube Health videos, mental health knowledge was assessed as a primary outcome through topic-specific quizzes and a self-report in a web-based survey. In addition, all participants were asked to rate the educational, visual, and overall quality of the YouTube Health videos and their usability in school settings. The primary hypotheses were tested with ANOVAs. The quality and usability items were analyzed descriptively.
For the adolescents, there were significant main effects of time (F=46.34, P<.001, η=0.117) and group (F=6.05, P=.01, η=0.017) and a significant time×group interaction (F=39.15, P<.001, η=0.101) on stress-specific knowledge, indicating a higher increase in knowledge in the experimental group than in the control group. Similarly, for teachers, significant main effects of time (F=107.31, P<.001, η=0.177) and group (F=58.07, P<.001, η=0.104) and a significant time×group interaction (F=82.59, P<.001, η=0.142) were found. The same pattern of results was observed for the knowledge self-reports in both the students (time: F=103.65, P<.001, η=0.230; group: F=8.59, P=.004, η=0.024; time×group interaction: F=29.11, P<.001, η=0.077) and teachers (time: F=115.40, P<.001, η=0.188; group: F=41.16, P<.001, η=0.076; time×group interaction: F=64.24, P<.001, η=0.114). Overall, the educational, visual, and overall quality of the videos and their usability in school settings were rated as positive by both adolescents and teachers.
The study findings demonstrate that short educational YouTube Health videos are effective tools for the promotion of mental health literacy among both students and their teachers. Overall, this evaluation paves the way for a wider implementation of mental health education in schools in order to create a more supportive and informed environment to promote mental well-being.
German Clinical Trial Register DRKS00036854; https://drks.de/search/en/trial/DRKS00036854/details.
青春期是心理健康发展的关键时期，但年轻人中心理健康问题的患病率很高。在学校环境中提高心理健康素养可能是促进心理健康和预防心理健康问题的有效策略。实现这一目标的一种有前景的方法是为学生和教师提供易于获取的多媒体资源，如YouTube健康视频，以提高他们的心理健康素养。
本研究评估一个简短的教育性YouTube健康视频对提高青少年和教师心理健康素养的有效性。
从一个代表有互联网接入的德国人群的大样本中招募了来自德国的352名青少年和502名教师的两个独立样本。每个样本的参与者通过随机分配被分为实验组（176名青少年和254名教师）和对照组（176名青少年和248名教师）。实验组观看一个旨在提高心理健康素养的YouTube健康视频，而对照组观看一个风格相似但主题不同的视频。在观看公开的YouTube健康视频之前和之后，通过特定主题的测验和基于网络的调查中的自我报告来评估心理健康知识作为主要结果。此外，所有参与者被要求对YouTube健康视频的教育、视觉和整体质量及其在学校环境中的可用性进行评分。主要假设通过方差分析进行检验。对质量和可用性项目进行描述性分析。
对于青少年，在特定压力知识方面，时间（F = 46.34, P <.001, η = 0.117）、组间（F = 6.05, P =.01, η = 0.017）有显著的主效应以及时间×组间交互作用显著（F = 39.15, P <.001, η = 0.101），表明实验组知识增加量高于对照组。同样，对于教师而言，时间（F = 107.31, P <.001, η = 0.177）、组间（F = 58.07, P <.001, η = 0.104）有显著的主效应以及时间×组间交互作用显著（F = 82.59, P <.001, η = 0.142）。在学生（时间：F = 103.65, P <.001, η = 0.230；组间：F = 8.59, P =.004, η = 0.024；时间×组间交互作用：F = 29.11, P <.001, η = 0.077）和教师（时间：F = 115.40, P <.001, η = 0.188；组间：F = 41.16, P <.001, η = 0.076；时间×组间交互作用：F = 64.24, P <.001, η = 0.114）的知识自我报告中也观察到了相同的结果模式。总体而言，青少年和教师对视频的教育、视觉和整体质量及其在学校环境中的可用性评价均为积极。
研究结果表明，简短的教育性YouTube健康视频是提高学生及其教师心理健康素养的有效工具。总体而言，该评估为在学校更广泛地实施心理健康教育铺平了道路，以便营造一个更具支持性和信息充分的环境来促进心理健康。
德国临床试验注册中心DRKS00036854；https://drks.de/search/en/trial/DRKS00036854/details。
