Evaluation of anti-stigma interventions with sixth grade students: A 2 x 2 x 2 pre post-test factorial randomized controlled study

Stigmatizing attitudes and behaviors toward individuals experiencing mental health problems result in serious consequences including social isolation, discrimination, and delay of treatment. Research suggests these negative attitudes about mental illness are formulated during childhood and endure into adulthood. This gives rise to the importance of a widely disseminated, effective intervention targeted to this critical time of development. We developed and tested such an intervention. This study is part of a larger, four year stigma study designed to evaluate the short and long term effectiveness of curriculum, contact, and supplemental material. Methods: We utilized a 2 x 2 x 2 pre post-test factorial group, randomized controlled design. The uniquely diverse sample, consisting of sixth graders (n = 721), was derived from 16 schools matched based on SES and standardized test scores and randomly assigned to one of eight conditions comprising three factors. We assembled a comprehensive assessment package consisting of open-ended questions, vignettes, and self-report measures adapted from established and our newly developed instruments. Results: A significant effect of curriculum only was found on increased help-seeking (p = 0.016) and talking about MH (p = .013). Curriculum/contact showed a stronger, significant effect on help-seeking and talking than curriculum alone (p = .013, p < 0.001). Contact significantly improved social distance with a vignette on anxiety, but not about bipolar. Significance was not found for negative attitudes. Conclusions: The curriculum shows promise. We will follow students for two years to further evaluate changes in attitude, social distance, help-seeking and other behavioral changes.