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

There is substantial evidence that 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 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. Methods: We utilized a 2 x 2 x 2 factorial group, randomized controlled longitudinal design. The uniquely diverse sample, consisting of sixth graders (n = 721), was derived from 16 schools matched based on SES and standardized test scores. Our comprehensive assessment package consists of open-ended questions, vignettes, and self-report measures adapted from established and our newly developed instruments. Results: Early findings at post-test show the curriculum alone group experienced significant improvement in mental health knowledge (p = .049) and help-seeking behavior (p = .004) compared to control. No significant differences in mental health knowledge and help-seeking were found between contact and control. No significant differences were found for negative attitudes and social distance. We will report on whether findings remain and whether there are effects on help seeking at 6 and 12-months post intervention. Conclusions: The curriculum shows promise for improving mental health knowledge and help-seeking but not for improving attitudes or social distance. We will follow and further evaluate changes in attitude, social distance, help-seeking and other behavioral changes at 18 and 24 months.