In a groundbreaking study conducted by JeeWook Choi from the Department of Psychiatry at the Catholic University of Korea, the pressing need to prioritize mental health literacy in schools has emerged as a crucial part of the educational landscape.

The research, drawing insights from the World Health Organization (WHO), sheds light on the escalating prevalence of mental disorders during childhood and adolescence, emphasizing the essential role that schools play in the emotional and psychological development of students and educators.

According to the research, 50% of lifetime mental disorders develop before the age of 14, and 75% before the age of 24.

Complementing this global perspective, a study reveals that approximately half of adult mental illnesses take root before the age of 14.

These alarming statistics underscore the need for proactive measures to address mental health challenges at an early stage.

Choi’s research underscores the imperative of implementing a comprehensive educational program aimed at promoting Mental Health Literacy (MHL) in schools.

The study looks into the necessity of such a program as both a preventive and general intervention for children and adolescents in South Korea, with a focus on the practical application process.

Key findings from the research highlights the instrumental role of MHL in raising awareness and understanding of mental health among students.

MHL helps students understand the various aspects of mental health, including common conditions, symptoms, and available treatments.

That helps reduce stigma and fosters an environment where students feel comfortable discussing mental health concerns.

Also, if the basic symptoms are known, people or students can easily identify and intervene, educating students about mental health enables early identification of potential issues.

If teachers and peers are educated, they can play a vital role in recognizing signs of distress and intervening appropriately.

Early intervention can prevent the escalation of mental health problems and improve long-term outcomes for students.

MHL equips students with essential coping skills and resilience strategies.

Students can learn how to manage stress, setbacks, and challenges in a healthy way.

Building these skills early on can contribute to better emotional well-being and improved mental health outcomes later in life.

Furthermore, schools that prioritize mental health literacy contribute to the creation of a supportive and empathetic culture.

This includes training teachers, staff, and students to be aware of and responsive to mental health needs.

A supportive school environment fosters positive mental health and overall well-being.

Mental health is closely linked to academic success, which improves the academic performance of students.

When students are mentally healthy, they are better able to concentrate, learn, and perform well academically.

Mental health literacy can help identify and address factors that may be hindering a student's academic performance.

Understanding mental health fosters empathy and compassion, reducing the likelihood of bullying and creating a more inclusive school environment.

This means that MHL prevents bullying and promotes positive relationships.

Students with good mental health literacy are more likely to develop positive relationships with their peers, contributing to a healthier social atmosphere.

In summary, integrating mental health literacy into school classes is vital for the holistic development of students.

It not only addresses immediate mental health needs but also prepares students for a future where understanding and managing mental health are integral components of a healthy and fulfilling life.

HyoJung Lee

Grade 9

St.Johnsbury Academy Jeju