Digital Mental Health Literacy Combined With Physical Activity for Depression and Anxiety in High School Students: A Randomized Controlled Trial.

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.