Mental health literacy on social media among secondary school students in Barcelona

Objective This qualitative study explores how adolescents understand and navigate mental health literacy (MHL) within digital environments. Methods Twenty-eight semi-structured interviews were conducted with secondary school students (aged 12–16) in Barcelona. The findings are reported following the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist. Results Thematic analysis revealed that adolescents primarily define mental health as subjective well-being and acknowledge its importance. MHL was conceptualized as a practical and necessary competence for self-help and supporting others. Despite intensive use of platforms such as TikTok, Instagram, and WhatsApp, most adolescents do not actively seek mental health information online, citing concerns about credibility and a preference for face-to-face support from trusted adults or professionals. When using digital platforms, adolescents tend to rely on unsophisticated search strategies, primarily via Google, and value content from verified sources. Participants expressed a desire for short, engaging, solution-focused content, particularly in video or infographic format, authored by experts or individuals with lived experience. Conclusions The findings highlight a gap between adolescents’ digital engagement and their ability to locate reliable mental health information. Promoting MHL via youth-centered, credible, and well-designed digital content—particularly on favored platforms like TikTok and Instagram—could enhance accessibility and help-seeking behaviors. This study underscores the need for integrated school and digital strategies to foster adolescent mental health literacy.