2025 IJRSE – Volume 14 Issue 14
Available Online: 24 July 2025
Author/s:
del Castillo, Yuan Inigo*
De La Salle University, Philippines
Ross, Joaquin
De La Salle University, Philippines
Puma, John
De La Salle University, Philippines
Abstract:
Mental health literacy (MHL) is a critical determinant of mental well-being, encompassing the knowledge and beliefs that enable individuals to recognize, manage, and prevent mental health issues. This study explores the MHL of senior high school students in a sectarian university in the Philippines, focusing on their ability to identify mental health conditions, attitudes toward seeking help, and factors influencing help-seeking behaviors. Using a qualitative research design, the study employed the vignette method to assess students’ understanding of mental health conditions and their responses to hypothetical scenarios. The findings reveal varied levels of MHL among participants, with many demonstrating an ability to recognize common disorders such as anxiety but exhibiting misconceptions about professional treatment and reliance on informal support systems, such as family and friends. Stigma and cultural beliefs were identified as barriers to accessing professional mental health care, highlighting the need for targeted educational programs and stigma reduction initiatives. The study underscores the importance of school-based mental health interventions, including integrating MHL into curricula and providing accessible counseling services. By addressing these gaps, this research contributes to fostering a supportive academic environment and promoting mental well-being among students in sectarian institutions, ultimately advocating for the prioritization of mental health education in the Philippines.
Keywords: mental health literacy, vignette, young people, Philippines
DOI: https://doi.org/10.5861/ijrse.2025.25233
Cite this article:
del Castillo, Y. I., Ross, J., & Puma, J. (2025). Mental health literacy of select senior high school students in a sectarian university. International Journal of Research Studies in Education, 14(14), 89-99. https://doi.org/10.5861/ijrse.2025.25233
* Corresponding Author