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Addressing Mental Health Stigma in Early Adolescence: Middle School Antistigma Interventions

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Abstract

Early adolescence is a crucial period in the development of mental health disorders. Although a significant number of adolescents experience mental health needs, only a third of adolescents with mental health disorders receive treatment; many adolescents cite the stigmatization of mental health disorders as a deterrent to seeking help. Cognitive and social developments in early adolescence make middle school an ideal period to combat stigma. School-based antistigma interventions, however, have historically targeted high school and college students, thus missing a valuable window for intervention. This article reviews existing empirical studies on middle school antistigma interventions, along with examining relevant developmental research and theory. Taken together, the literature points to the significant potential such interventions may hold for shifting middle school students’ knowledge and attitudes around mental health disorders. In particular, interventions drawing on active learning approaches that incorporate youth’s voices, perspectives, and leadership may be more effective in influencing various aspects of mental health stigma among middle school students. At the same time, there are significant limitations to the current literature. Recommendations for future research are discussed.

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  1. Department of Psychology, Suffolk University, 73 Tremont Street, Boston, MA, 02108, USA

    Laura J. Austin & Sarah E. O. Schwartz

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  1. Laura J. Austin
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LA and SS conceived of the review together. LA drafted the manuscript, and SS contributed to writing and editing. Both LA and SS read and approved the final manuscript.

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Correspondence to Sarah E. O. Schwartz.

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Austin, L.J., Schwartz, S.E.O. Addressing Mental Health Stigma in Early Adolescence: Middle School Antistigma Interventions. Adolescent Res Rev 4, 223–233 (2019). https://doi.org/10.1007/s40894-018-0101-8

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