Evaluating the impact and acceptability of a mental health literacy course for UK university students: a qualitative study.

OBJECTIVES: To explore students' experiences of engaging with an asynchronous, elective, digital mental health literacy (MHL) course adapted for delivery within UK higher education settings. Specifically, the study examined the perceived impact on MHL and acceptability. To identify recommendations for future course development. DESIGN: Qualitative study using focus groups. Focus groups were audio-recorded, transcribed verbatim and analysed using Framework Analysis. SETTING: Two universities (University of Exeter and Newcastle University). PARTICIPANTS: Nineteen undergraduate students predominantly studying psychology and social science subjects participated in one of five focus groups. RESULTS: Four themes were identified from students' experiences of the course, including a greater understanding of mental health, greater self-awareness and understanding of others experiencing mental health difficulties. Students perceived the course as relevant, useful and accessible, and provided recommendations for future course development. Students also highlighted a need for greater guidance on responding to mental health difficulties in others, including emotional boundaries, crisis response and appropriate signposting to professional support. CONCLUSION: Our findings suggest that MHL interventions may support greater understanding of well-being and mental ill-health, greater self-reflection and better understanding of the mental health of others within university settings. Students perceived the MHL course as relevant, acceptable and beneficial but identified uncertainty regarding how to safely respond to peers experiencing mental health difficulties. Future MHL interventions need to consider how to help students safely apply MH knowledge within their everyday interactions with peers and wider support networks.