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The purpose of this pilot study was to evaluate an online mental health literacy training program for college female mentors.

Undergraduate female participants (n = 10) completed in asynchronous mental health literacy training. Participants completed the Heads Up Checkup (HCU) and mental health literacy scale (MHLS). Participant usage data were collected for the training course and analyzed using means and standard deviations. Qualitative data were analyzed by axial coding and thematic categorization.

The mean MHLS score, based on mean (M) and standard deviation (SD), was high for the participants (M = 145.69, SD = 8.41). Six qualitative themes from the training effectiveness feedback were used: (1) help-seeking, (2) stress management, (3) tailored guidance to resources, (4) understanding warning signs, (5) body image awareness and (6) engaging with mentees.

There are a few limitations to this study including the small sample size, unrestricted time frame for completion of the asynchronous training and the need for long-term follow-up of the intervention effects.

This pilot study provides initial support for the mental health literacy training program when implemented with undergraduate females.

Given inadequate mental health literacy in college females regarding such topics, continually training undergraduates about these warning signs is necessary. Future research could consider implementing this program with all gender identities, various age groups and in both synchronous and asynchronous modalities. This program could also be replicated using a pre- and post-test design to evaluate direct impact of the training on outcome variables.

All the participants discussed how the training prepared them in aiding mentees in help-seeking and identifying appropriate mental health resources. Participants also indicated how the training enabled personal and others-oriented stress management, which supports a mental health literacy training program that reduced stress in medical students.