The Journal of school health · 2026
Digital Mental Health Literacy Combined With Physical Activity for Depression and Anxiety in High School Students: A Randomized Controlled Trial.
СтатьяРандомизированное исследованиеНазвание и аннотация: Перевод в очереди
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Chen Li, Zhao Guangde, Shi Xiujie
Аннотация
BACKGROUND: Depression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students.
METHODS: In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks.
RESULTS: Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (-2.54 points, p < 0.001) and depression (-1.91 points, p < 0.001) compared to controls, with consistent effects across demographics.
IMPLICATIONS: Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes.
CONCLUSIONS: The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.
METHODS: In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks.
RESULTS: Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (-2.54 points, p < 0.001) and depression (-1.91 points, p < 0.001) compared to controls, with consistent effects across demographics.
IMPLICATIONS: Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes.
CONCLUSIONS: The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.