Developing a Culturally Responsive Mental Health Support Guide for First-Year University Students in Yunnan, China: A Mixed-Methods Formative Evaluation

This mixed-methods developmental study developed and formatively evaluated a culturally responsive mental health support guide for first-year university students experiencing adjustment-related depressive distress in Yunnan, China. Designed as a low-threshold, non-diagnostic resource, the guide supports early recognition, psychoeducation, guided reflection, basic coping practice, and referral awareness. Its preliminary version comprised four modules – Growing, Retracting, Healing, and Combating – with 20 sub-guidelines and 79 strategy items. Content adequacy and usability were evaluated through quantitative ratings and qualitative comments from 50 professionals in counseling, psychology, student mental health, education, and related helping professions, followed by target-user evaluation involving 300 first-year students who met the screening criterion for elevated depressive symptoms. Professional ratings indicated satisfactory content adequacy (overall mean item score = 3.496; S-CVI/Ave = 0.951). Student ratings were also favorable (overall M = 4.112), particularly for clarity, organization, and usability. Integrated findings supported the guide’s formative value while identifying needs for more concrete examples, first-year life scenarios, accessible delivery formats, and clearer help-seeking guidance.