Chiloe

This research aims to assess the feasibility and early effectiveness of a mental health literacy MHL program designed for teachers and parents to support the mental health of children aged 8 to 11 years in primary schools located in vulnerable communities in Chile and Ecuador. It addresses the high prevalence of child mental health problems and the gap in treatment access in Latin America by improving knowledge and confidence in recognizing and managing mental health issues within schools and families. The study builds on a previous project that showed benefits from teacher-focused MHL training and expands it by including parents and evaluating child outcomes across two countries. The intervention includes a teacher program consisting of six 2-hour participatory workshops covering topics like self-care, child development, anxiety, depression, suicide prevention, behavioral disorders, autism, and child maltreatment. Parents participate in three 90-minute educational sessions focusing on stigma, social support, healthy development, and emotional containment. The study involves seven primary schools randomly assigned to either the intervention or control group, with approximately 230 children, their parents, and teachers participating. Data collection occurs before and after the intervention using validated tools. Participants will be involved in assessments including surveys and biological measures such as cortisol levels in fingernails to evaluate stress. Researchers will measure changes in mental health literacy among parents and teachers, emotional wellbeing of adults, child mental health problems, and intervention feasibility indicators like retention and satisfaction. The study combines quantitative and qualitative methods, including focus groups, to understand the programs acceptability and cultural fit, with follow-up lasting up to 16 weeks post-intervention.