Thesis abstract:

«p»Mental health stigma, encompassing public stigma (negative societal attitudes) and self-stigma (internalising these attitudes), poses a prominent barrier to accessing care. Both forms of stigma can significantly hinder help-seeking behaviours, disrupt social harmony, and negatively impact children’s social and emotional development. Schools, given their near-universal reach, are ideally positioned to address stigma early. This research seeks to develop a school-based intervention to reduce stigma and promote help-seeking behaviours in primary school students (Grades 5 to 6), examining self and public stigma and intersectional factors such as gender and culture. The research project involves four studies: 1) a systematic review of existing interventions, 2) a predictor study identifying factors influencing stigma and help-seeking, 3) co-designing a novel intervention with key stakeholders, and 4) a cRCT to evaluate the intervention's effectiveness. By integrating stigma reduction strategies into school-based mental health initiatives, this research will aid in removing barriers to care, creating a more inclusive and supportive approach to youth mental health.«/p»