Overview
This pilot study, titled "Roots for Life Project: Strengthening Mental Health in School Communities", aims to evaluate the feasibility and preliminary effectiveness of a mental health literacy (MHL) intervention for teachers and parents to improve the mental health of children aged 8-11 years (3rd to 5th grade) in primary schools located in socially vulnerable areas of Chile and Ecuador.
Child mental health problems represent a major burden worldwide, with high prevalence and a treatment gap exceeding 70% in Latin America. Schools and families play a key role in early detection, yet both often lack the necessary knowledge and confidence to identify mental health difficulties or seek appropriate help. Increasing mental health literacy-defined as knowledge and beliefs that support recognition, management, and prevention of mental health problems-has proven to enhance early help-seeking, reduce stigma, and promote wellbeing.
The project builds upon the prior Chilean FONIS Project SA21I0143, which tested a teacher-focused MHL program and demonstrated improvements in teachers' knowledge, reduced depressive symptoms, and lower burnout levels. The current study extends this work by (1) adding a parent-focused component, (2) evaluating outcomes in children, and (3) implementing the program in two countries to assess cross-cultural feasibility.
This quasi-experimental study will include seven primary schools-five in Chile (Valparaíso, Achao, Curaco de Vélez) and two in Ecuador (Daule). Schools will be randomly assigned within each locality to either intervention or control conditions. Approximately 230 children, their parents/guardians, and teachers will participate. Assessments will be conducted before and after the intervention using validated instruments.
The teacher program consists of six 2-hour participatory workshops covering topics such as self-care, child development, anxiety and depression, suicide prevention, behavioral disorders, autism, and child maltreatment. The parent program includes three 90-minute educational sessions addressing stigma, social support, healthy development, and emotional containment. Both components emphasize experiential learning and culturally adapted materials.
Primary outcome:
Mental health literacy among parents and teachers (MHL Scale).
Secondary outcomes:
Psychological wellbeing of adults (GHQ-12).
Chronic stress levels in children (cortisol in fingernails).
Adverse childhood experiences (ACE questionnaire).
Implementation indicators (acceptability, satisfaction, barriers, facilitators).
Quantitative analyses will compare pre- and post-intervention outcomes and calculate effect sizes. Mediation and moderation models will explore relationships among child, family, and school-level variables. Qualitative data from focus groups with parents and teachers will complement these findings to evaluate feasibility and contextual adaptations.
Eligibility
Inclusion Criteria:
Children Participants:
- Child is enrolled in 3rd, 4th, or 5th grade of primary school
- Child is under 12 years of age
- Child's parent or legal guardian has provided written informed consent
- Child attends a participating public or subsidized school in Valparaíso, Achao, Curaco de Vélez (Chile), or Daule (Ecuador)
- Teachers
- Works as a teacher in a participating school
- Teaches students in first or second cycle of primary education (grades 1-6)
- Voluntarily agrees to participate in the study
Parents/Caregivers:
- Is the parent or caregiver of a child under 12 years of age
- Child is enrolled in 3rd, 4th, or 5th grade of primary school
- Voluntarily agrees to participate in the study
Exclusion Criteria:
Children Participants:
\- Child has sensory problems or physical disabilities that prevent completion of surveys
- Teachers
-
- Works as educational assistant or in administrative functions only
- Voluntarily declines to participate in the study
Parents/Caregivers:
- Child has sensory problems or physical disabilities that prevent completion of surveys
- Voluntarily declines to participate in the study
