Home⇛SALETTINIAN OPEN ACADEMIC REVIEW⇛vol. 8 no. 1 (2026)

Mental Health Literacy Among Tertiary Students Of The University Of La Salette: Basis For School-Based Porgrams

Regine Pace

Discipline: Education

 

Abstract:

Mental health literacy is increasingly recognized as a crucial factor in supporting students’ wellbeing, academic performance, and help-seeking behavior. In the Philippine context, research on this topic remains limited, particularly among tertiary students in provincial universities where access to mental health services is constrained. This study addressed that gap by assessing the mental health literacy of tertiary students at the University of La Salette, Inc., guided by Jorm’s Mental Health Literacy Model (2000). Here we report findings from a quantitative descriptive–inferential design that utilized the validated 35-item Mental Health Literacy Scale (MHLS). The instrument measured six components: recognition of disorders, knowledge of risk factors and causes, self-treatment knowledge, knowledge of professional help available, knowledge of how to seek information, and attitudes that promote recognition and help-seeking. A stratified random sample of 358 students from nine colleges participated in the survey. Results showed that 61.2% of respondents were classified as having low or below average mental health literacy, while only 6.7% fell within the above average to high categories. Students scored highest in knowledge of how to seek mental health information (77.68%) and recognition of disorders (76.35%), but lowest in knowledge of risk factors (63.30%) and self-treatment strategies (64.84%). Significant differences in mental health literacy were observed by sex and college affiliation, with female students and those from the Colleges of Arts and Sciences and Teacher Education reporting higher levels. No significant differences were found for age, religion, or year level. The findings demonstrate that students possess partial awareness but lack comprehensive literacy across domains, highlighting the need for institutionalized, evidence-based, school-level programs to enhance awareness, reduce stigma, and promote effective use of mental health services.



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