The Experience of a Classroom-Based Mental Health Literacy and Dialectical Behaviour Therapy Skills Program From the Perspective of Youth With Developmental Disabilities

Students with developmental disabilities (DD) have significant rates of comorbid mental health challenges but are underserved in mental health interventions. In this study, 10 students with DDs attending inclusive classrooms who participated in a classroom-based mental health literacy (MHL) and dialectical behaviour therapy (DBT) skills program were interviewed about their experiences in the program and its impact on their well-being. Interviews were conducted three times in the year and analyzed through thematic analysis. Students described a developmental continuum of how MHL and DBT skills improved coping skills and their relationships with self, peers, and teachers; mitigated bullying and externalizing behaviour; and created a positive, inclusive climate. Findings suggest students with DDs can benefit from universal programming with peer modelling and support and can identify effective mental strategies and their outcomes.