A Study on the Mental Health Literacy of School Nurses and Its Influencing Factors

Abstract

Objective: Children’s and adolescents’ mental health is a pressing global public health concern. School nurses play a critical role in early identification; therefore, enhancing their mental health literacy (MHL) carries academic and practical significance. However, limited empirical research has explored MHL among school nurses in Taiwan. This study aimed to examine school nurses’ MHL and its associated factors.

Methods: This cross-sectional study recruited currently employed school nurses across various levels of education in Taiwan. Participants worked in elementary schools, secondary schools, or universities and were invited to participate via social media. 516 valid responses were collected. Data analyses included descriptive statistics, Pearson’s correlation, t-tests, one-way ANOVA, and multiple regression.

Results: Overall mental health literacy was above average (M=104.54, SD=10.52). Factors significantly associated with higher MHL included fewer depressive symptoms (β=-.44, p<.001) ,older age (β=.16, p<.001), prior psychiatric work experience (β=.10, p=.006), Buddhism, Taoism, or folk beliefs (β=.12, p=.003), and master’s degree or above (β=.10, p=.006). All five MHL dimensions (maintenance and promoting mental health, recognition of mental illness, attitude to mental illness stigma, help-seeking efficacy, and help-seeking attitude) were significantly positively correlated (p<.05). After controlling for sociodemographic variables, depressive symptoms were negatively associated with four MHL dimensions, except for the “recognition of mental illness”, with the strongest relationship found in “maintaining and promoting mental health” (β=-.58, p< .001, R²=42.1%).

Conclusion: The results support the implementation of comprehensive training programs that focus on mental illness recognition and the promotion of psychological well-being. Educational strategies that include direct interaction with individuals who have lived experience may be especially effective in enhancing school nurses’ MHL and their capacity to support student mental health.