A 10-week quasi-experimental study assigned 40 Bangkok secondary students to blended mental-health-literacy learning (n=20) or regular instruction (n=20). Coping scores were higher in the intervention group with moderate normalized gains across dimensions, but the small questionnaire-based study did not establish reduced bullying events or mental-health harm.
Key findings
- The intervention group scored higher and showed moderate N-gain in every reported coping domain. The abstract omits raw scores, effect sizes, confidence intervals, allocation method and baseline-adjusted estimates, limiting practical interpretation.
Why this matters globally
School bullying is linked to distress, absence and mental-health risk. Blended learning may expand reach but must connect with school policy, staff, parents, reporting routes and mental-health services.
Thai researcher contribution
Srinakharinwirot University researchers tested whether mental-health literacy could extend beyond awareness to coping in a Thai school context.
Limitations to consider
Forty students from one context and unclear randomization invite selection bias. Participants knew their group and self-reported outcomes; there was no blinded assessment, follow-up, bullying-event count, depression or safety outcome, or analysis of disclosure-related harm.