Teaching mental health communication in higher education: A classroom assessment of student learning and well-being

This classroom assessment examined whether a communication course on mental health improved students’ mental health communication self-efficacy, mental health literacy, resilience, communication competence, perceived mental health, and endorsement of anti-stigmatizing communication norms. Undergraduate communication majors (N = 73) completed surveys in the first and last weeks of the course. A repeated-measures analysis showed significant improvements from pretest to posttest across all five multi-item outcomes (Pillai’s V = 0.75, p < 0.001) and a significant increase in endorsement of anti-stigmatizing communication norms (p < 0.001). Gains differed in magnitude across outcomes and were largely independent of supplemental mental health first aid training. Results highlight the value of integrating mental health content into communication curricula to foster students’ knowledge, skills, and multidimensional well-being. Implications for instructional practice in higher education are discussed.