Information and Communication Technology Interventions to Enhance Mental Health Literacy Among Young Adults and Adolescents: A Meta‐Analysis
Jing Ling Tay, Yong Shian Shawn Goh, Yi Fen Tay, Piyanee Klainin‐YobasABSTRACT
Aim
The study aimed to evaluate the effectiveness of information and communication technology interventions on mental health literacy among young adults and adolescents.
Methods
The systematic review and meta–analysis methods were guided by the Cochrane guidelines for systematic reviews of interventions and the PRISMA guidelines. Included articles were evaluated with appraisal tools from the Joanna Briggs Institute. The authors searched nine databases to January 2026: PubMed, CINAHL, ERIC, EMBASE, ScienceDirect, Web of Science, Sociological Abstracts, PsycInfo and Scopus for relevant articles.
Results
A total of 55 articles were included in this review. The interventions were successful in enhancing mental health literacy ( p < 0.001), recognition of mental health disorders ( p < 0.001), stigma ( p < 0.001), help‐seeking attitudes/beliefs ( p < 0.001) and intentions ( p < 0.01). They were useful for improving personal stigma, social distance, self‐stigmatisation of seeking help and stigmatising attitudes but not self‐stigma, perceived stigma, stigmatisation by others for seeking‐help, explicit attitudes and perception of dangerousness.
Conclusion
The interventions were generally useful for improving mental health literacy. Interactive approaches such as websites, videos, and discussions were generally more effective than campaigns, games, applications, mere information or lectures.