THURS-042 - Empowering the Next Generation of Mental Health Leaders: A Prevention-focused Workforce Development Program for Youth

Brief Abstract Summary: Health education for youth is a worthwhile investment to build capacity in the workforce for the future. A uniquely developed program for urban high school youth interested in mental health careers was developed using an outcomes-driven model, promoting mental health education and skill-building, mental health literacy, and becoming a mental health ambassador.  At the culmination of the six-week, virtual program activities, one hundred percent of the youth participants reported increased interest in pursuing mental health careers and in knowledge of accessing mental health supports and services. There was a significant increase in a) engagement in emotional regulatory tools, b) self-efficacy in being mental health ambassador to peers, and c) in combatting inequality in their environment.

Detailed abstract description: As youth anxiety and depression continue to rise, schools are facing a growing mental health crisis. At the same time, the U.S. is experiencing a national shortage of mental health professionals. Our project addresses both challenges with a single, forward-thinking solution: empowering students to improve their own mental health literacy and become mental health ambassadors in their communities.
We developed a virtual, six-week program targeting urban high school students interested in mental health careers. Meeting twice per week, students engage in sessions covering emotional regulation tools, effective communication strategies, and general education related to mental illness in youth. The curriculum then trains students to connect others to existing resources including trusted adults (eg. school counselors, religious leaders, community leaders) and crisis services.
We evaluated the program using pre-/post assessment utilizing Likert scales and free response questions to assess changes in students’ knowledge, self-efficacy and skills. We performed Mann-Whitney U tests to determine statistical significance.
Thirty students participated in our program. At the end of the program, every student reported a greater interest in pursuing a career in mental healthcare and knew how to access mental health supports and services. Students reported an increase in using emotional regulation tools (p < 0.05) and increased self efficacy in being a mental health ambassador to peers (p < 0.05). An unintentional outcome was that students reported an increase in self efficacy in combatting inequality in their environment (p < 0.05).
A total of thirty students completed the six-week program. By the end of the program, 100% of participants reported an increased interest in pursuing a career in mental health care and improved knowledge of how to access mental health supports and services. Statistically significant gains were reported in students’ use of emotional regulation strategies (p < 0.05) and in self-efficacy as mental health ambassadors among peers (p < 0.05). Additionally, an unanticipated yet meaningful outcome was a significant increase in students’ self-efficacy in addressing inequality within their communities (p < 0.05).
Our model blends prevention, leadership development, and workforce development—creating a new path toward a more robust and representative mental health workforce. In this presentation, I will share program outcomes, participant feedback, and actionable strategies for replicating this model in other communities.