Supportive well-being room design in schools influences students' willingness to seek help

This quasiexperimental study examined whether a purposedesigned supportive well-being room enhances junior secondary students' willingness to seek school-based help. We allocated 80 Grade 7 students from a public junior secondary school to an intervention group or a comparison group, both of which attended six weekly 20-minute well-being sessions. The intervention group room was modified to provide enhanced spatial privacy, multisensory calming cues, and ambient therapeutic music. We measured respondents ' help-seeking willingness at pretest and posttest, and posttest ratings of spatial privacy and multisensory calming cues (both groups), along with ambient music (iintervention group only). Analysis of variance results showed a significantly larger increase in help-seeking willingness in the intervention group. Regression analysis indicated that perceived spatial privacy and multisensory calming cues (both groups), and positive evaluations of ambient music (intervention group) predicted posttest help-seeking willingness, suggesting that targeted environmental design can support students' readiness to access school-based mental health resources.