Promoting Mental Health Support for Adolescents and Future Health Educators Through Nursing‐Led Intervention: A University‐School‐Community Collaboration Model in Spain

OBJECTIVE: This study describes a nurse-led intervention aimed at improving mental health literacy (MHL), reducing stigma, and encouraging help-seeking behaviour. DESIGN: A quasi-experimental design involved 578 responses ranging in age from 13 to 52 years (M = 20.28, SD = 6.29), including secondary school pupils, nursing undergraduates, and trainee secondary school teachers. MEASUREMENTS: Pre- and post-intervention assessments examined a wide range of health indicators. These included six scales assessing mental health knowledge (MHLI), mental health support intentions (MHSSA), body dissatisfaction (EBIC), eating disorder risk (SCOFF), problematic pornography use (PPCS-6), and health-protective sexual communication (HPSC). The intervention focused on reducing stigma, encouraging help-seeking behaviour, and developing practical skills to support peers facing mental health challenges. RESULTS: Post-intervention results indicated significant improvements in MHL, attitudes, and behavioural intentions across all groups. Adolescents initially exhibited lower baseline scores than university participants. However, both groups demonstrated substantial gains. The most pronounced improvements were observed among women, individuals with prior experience of mental health issues, and university students. CONCLUSION: This study underscores the vital role of nurses as facilitators in school-based mental health promotion and in the interdisciplinary education of future health professionals. The nurse-led mental health education into secondary and higher education curricula foster population-wide mental well-being.