Identifying and Addressing Mental Health Literacy Gaps for School Based Mental Health Programs in Bangladesh

Background Despite the prevalence of adolescent mental health problems and a substantial service gap in Bangladesh, school-based mental health interventions remain rare. This study provides a baseline assessment of mental health literacy (MHL) among key stakeholders to inform future promotion and prevention strategies in schools. Methods A cross-sectional survey was conducted with 963 participants (secondary school students, teachers, and parents/caregivers), using a validated Bangla version of the Mental Health Literacy Scale. Data were collected on participant role, residential location, school type, prior mental health training, perceived need for school-based support, and experience of mental health concerns and help-seeking. Binary logistic regression was used to identify sociodemographic and contextual predictors of adequate MHL. Results Overall, MHL levels were low, though teachers demonstrated higher literacy than students and parents. Awareness of mental disorders and treatments was limited, while stigmatised attitudes were prevalent. Higher MHL was associated with being a teacher, urban residence, attendance at mainstream schools, prior mental health training, and perceived need for school-based support. Conversely, lower MHL was concentrated among students, parents, rural communities, and Islamic faith-based schools. Conclusions While teachers demonstrated higher MHL, suggesting their potential as frontline gatekeepers, the significantly lower literacy among parents presents a potential critical barrier to service utilisation. Findings indicate that school-based programs in Bangladesh must go beyond student awareness to include targeted parental engagement and task-shifting training for teachers. This whole-school approach is essential to function effectively as a node in the wider community mental health system.