Abstract / Description
BACKGROUND: Depression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students. METHODS: In this randomized controlled trial, 390 students were assigned to a 12-week digital intervention or control. The program integrated cognitive-behavioral therapy principles. Primary outcomes were depression (PHQ-A) and anxiety (GAD-7) scores at baseline and 12 weeks. RESULTS: Linear mixed-effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (-2.54 points, p IMPLICATIONS: Culturally adapted digital programs offer scalable school-based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes. CONCLUSIONS: The digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long-term sustainability and broader applicability.