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Purpose: This randomized controlled trial aimed to examine the effectiveness of a three-hour intervention on mental health literacy and symptoms of social anxiety among university students. Methods: A total of 86 participants were randomly assigned to an intervention group ( n = 43) or a waitlist control group ( n = 43). Assessments were completed at pretest (T1), posttest (T2), one-month follow-up (T3), and three-month follow-up (T4). Results: Compared with the control group, the intervention group showed significant improvements in mental health literacy, including increased knowledge ( d T2 = 2.19, d T3 = 1.46, d T4 = 1.29), reduced stigma ( d T2 = –0.94, d T3 = –0.99, d T4 = –0.71), and more positive help-seeking attitude ( d T2 = 0.59, d T3 = 0.44). However, no significant change was observed in social anxiety symptoms. Discussion: The single-session psychoeducational intervention effectively enhanced university students’ mental health literacy related to social anxiety. However, it did not significantly change social anxiety symptoms.
Feng et al. (2026) studied this question.