Data From A Classroom Assessment of Student Learning and Well-Being

This classroom assessment examined whether a communication course on mental health improved students’ mental health communication self-efficacy, mental health literacy, resilience, communication competence, perceived mental health, and attitudes toward mental health stigma. Undergraduate communication majors (N = 73) completed surveys in the first and last week of the course. A repeated-measures design showed significant improvements from pretest to posttest across all five multi-item outcomes (Pillai’s V = .38, p < .001) and a reduction in stigma (p < .001). Improvements were largely consistent regardless of prior Mental Health First Aid training, though women showed slightly greater gains on some measures. Results highlight the value of integrating mental health content into communication curricula to foster students’ knowledge, skills, and well-being. Implications for instructional practice in higher education are discussed.