This study focuses on the concept of mental health literacy and its role in enhancing the mental well-being of elementary school students (Ma et al., 2023). Adolescence is a key developmental period marked by significant biological, psychological, and social changes (Langmeier & Krejčířová, 2006). During this time, individuals experience fluctuations in mood due to hormonal changes, identity exploration, and personality development. While such changes are often typical, persistent or severe mood disturbances may indicate underlying mental health issues (Erikson, 2002). Recent data from the Czech Republic reveal that 40 % of students exhibit depressive symptoms and 30 % experience symptoms of anxiety (NUDZ, 2023). On a global scale, nearly half (49 %) of adolescents report unmet mental health needs (NUDZ, 2023). These alarming statistics highlight the pressing need for targeted interventions to improve mental health literacy among youth.

The study seeks to answer the research question: How can participatory action research promote mental health literacy among elementary school students through co-creation and participation in interactive lessons?

The research aims to develop and evaluate an educational intervention to improve mental health literacy in elementary school students, specifically targeting their ability to recognize early signs of mental health difficulties, reduce stigma, and promote help-seeking behaviors. The intervention is built around a video-based lesson, complemented by two structured classroom sessions where teachers act as facilitators rather than traditional instructors. Crucially, the video is co-created with student input, ensuring that it reflects their lived experiences and resonates with their needs and perspectives.

This study builds upon Jorm’s (2012) framework of mental health literacy, which encompasses knowledge and skills necessary for recognizing, managing, and preventing mental health issues. Additionally, the research aligns with Kutcher’s (2015, 2016) school-based mental health education model, emphasizing early intervention and stigma reduction as fundamental components of mental health promotion. By adopting a participatory action research approach, the study places students at the center of the learning process, reflecting constructivist principles that prioritize active engagement and collaboration in knowledge creation.

The research also considers gender-sensitive approaches, recognizing significant differences in help-seeking behaviors between boys and girls. For instance, boys often resist seeking help due to societal norms tied to hegemonic masculinity, such as the fear of being perceived as weak or losing social status. Conversely, girls may hesitate to seek help due to feelings of shame, fear of ridicule, or a tendency to internalize problems. Addressing these barriers within the intervention is critical to ensuring its effectiveness for all students, regardless of gender (Haviik et al., 2019).

A mixed-methods research design will be employed to comprehensively evaluate the intervention. Quantitative data will be collected using pre – and post-intervention questionnaires to measure students’ stigma-related attitudes, utilizing validated tools such as the stigma attitude questionnaire (Economou et al., 2012). Qualitative data will be gathered through participatory observations, semi-structured interviews with teachers and school psychologists, and analysis of student-generated materials, such as drawings and written reflections. Reflexive thematic analysis (Hayfield & Terry, 2020) will be applied to the qualitative data, while statistical tests, including t-tests, will analyze the quantitative results.

By developing a participatory and video-based intervention, this study aims to address these barriers and foster a positive and supportive approach to mental health education. The intervention not only seeks to enhance students’ mental health literacy but also to promote a culture of openness and support within schools. By directly involving students in the creation of the educational content and emphasizing early intervention, stigma reduction, and practical support strategies, this project has the potential to serve as a scalable model for mental health education in elementary schools. Ultimately, the findings aim to inform educational practices and policies, contributing to better mental health outcomes for children and adolescents.

This study employed a participatory action research (PAR) approach combined with elements of ethnographic research to explore and improve mental health literacy among elementary school students. The PAR framework emphasizes collaboration between researchers and participants, fostering co-creation and ensuring the intervention reflects students’ needs and perspectives. This methodology uses a mixed-methods design, integrating both quantitative and qualitative data collection for a comprehensive understanding of the research problem. The quantitative component assessed students’ mental health literacy and attitudes toward stigma using a stigma attitude questionnaire (Economou et al., 2012). The survey measured beliefs, stereotypes, and misconceptions about mental health, including willingness to seek help and perceived stigma. Pre- and post-intervention surveys were conducted to evaluate changes in knowledge and attitudes following the educational intervention. Statistical analyses, including paired t-tests, were used to determine the effectiveness of the intervention. The qualitative component provided deeper insights into students’ perceptions, attitudes, and experiences. Participatory classroom observations during the intervention captured student engagement and responses to the content. Semi-structured interviews with teachers, the school psychologist, and selected students further explored barriers and opportunities in mental health education. Additionally, students created reflective materials, such as drawings, worksheets, and written responses, to illustrate their understanding of mental health and their reactions to the intervention. The intervention centered around a co-created video-based lesson designed with input from students to ensure relevance and relatability. The video addressed recognizing early symptoms of mental health difficulties, seeking help, and reducing stigma. Two structured classroom sessions followed, where teachers facilitated discussions and activities to reinforce the video content. Data analysis combined quantitative and qualitative methods. Reflexive thematic analysis (Hayfield & Terry, 2020) identified recurring themes in students’ perceptions, while statistical analysis evaluated changes in mental health literacy and stigma. Ethical considerations, including informed consent from parents and students, were upheld throughout the study. The sample included 19 students, 2 teachers (a health education teacher and a biology/chemistry teacher), and 1 school psychologist from an elementary school in Prague, Czechia. This comprehensive methodological approach highlights the importance of a student-centered, participatory intervention in enhancing mental health literacy in schools. Ethical considerations were meticulously observed throughout the study, including obtaining informed consent from participants. For students, informed consent forms were signed by their parents to ensure compliance with ethical standards.

The study's conclusions emphasize the importance of mental health literacy education in reducing stigma and improving help-seeking behaviors among elementary school students. The participatory action research revealed that students are interested in mental health topics and recognize their relevance to everyday life. The co-created video-based lesson proved effective in engaging students by addressing key topics Preliminary findings suggest that students prefer interactive and relatable approaches over traditional lectures, which often focus solely on stress management. They prioritized learning about early signs of mental health difficulties and seeking help, while giving less importance to supporting peers with mental health challenges. The research showed an increase in students’ mental health literacy, especially their ability to recognize symptoms of mental distress and their awareness of available resources. However, stigma remains a major obstacle, particularly among boys, who often hesitate to seek help due to fears of judgment or losing social status. This reflects the influence of gender norms, such as hegemonic masculinity, which pressures boys to appear strong and self-reliant. Conversely, girls were more likely to avoid seeking help due to shame or fear of ridicule, highlighting the need for a supportive, stigma-free school environment. Trust in school professionals also emerged as a key factor. Many students preferred seeking help from peers or family rather than school staff, citing a lack of trust or awareness of available services. This underscores the importance of strengthening relationships between students and school support personnel, such as psychologists, and addressing gender imbalances in school staff to meet diverse needs. Overall, the findings demonstrate that a proactive, student-centered approach to mental health education can create a supportive environment, reduce stigma, and encourage early help-seeking behaviors. Tailored and inclusive interventions are essential for fostering mental health literacy and breaking down barriers to support.

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