University Students Mental Health Literacy: A Systematic Review

Abstract

Introduction: mental health literacy (MHL) refers to the knowledge and beliefs related to recognizing, managing, and preventing mental disorders. University students’ understanding of mental health is crucial, as this population faces significant psychological challenges. This systematic review aimed to assess the level of MHL among university students and identify key factors influencing their mental health knowledge. Method: a systematic review was conducted following PRISMA guidelines. Literature was searched in Web of Science, Scopus, PubMed, PsycINFO, and Medline for studies published between January 2020 and December 2024. Eleven relevant articles were selected based on inclusion criteria. Data were extracted and analyzed to determine the main factors affecting MHL among university students. Results: findings revealed that MHL varies significantly among students and is influenced by multiple factors. Sociodemographic characteristics, cultural diversity, stigmatization, psychiatric history, and personal experiences with mental illness or psychological distress were identified as key determinants of MHL levels. Limited awareness and persistent stigma were common barriers affecting students’ ability to recognize and seek help for mental health conditions. Conclusions: university students’ MHL is shaped by diverse personal and contextual factors. Addressing stigma and enhancing awareness through targeted educational interventions could improve mental health outcomes in academic settings. Future research should explore effective strategies to increase MHL and reduce barriers to mental health care among students.