# A longitudinal quasi-experimental study of a pedagogical approach to supporting undergraduate well-being and mental health: digital interdisciplinary accredited elective mental health literacy university course

## TL;DR

A digital mental health course for undergraduates improved well-being, reduced anxiety, and was most beneficial for women.

## Contribution

The study introduces an accredited interdisciplinary mental health literacy course and demonstrates its positive impact on student well-being.

## Key findings

- The course significantly improved resilience, self-compassion, and sleep quality in students.
- Course participants showed reduced anxiety, cannabis use, and depressive symptoms compared to non-participants.
- Women benefited most from the course, though positive effects were consistent across minoritised student groups.

## Abstract

Entry to higher education coincides with a period of accelerated psychosocial and brain development. Student need for acceptable and accessible well-being and mental health support is straining university resources.

To evaluate the acceptability and impact of a digital mental health literacy course tailored for undergraduates and delivered as an accredited interdisciplinary elective.

Analyses included pre–post course survey data from enrolled students and longitudinal U-Flourish Well-Being Survey data from a comparison sample of non-course takers over the same period (2021–2024). Linear mixed-effects models examined associations between course participation and 12-week changes in mental health literacy, psychosocial risk factors, well-being and common mental health concerns.

Pre–post course survey data (N = 2884) supported high acceptability, improvements in resilience (+0.06; 95% CI 0.03–0.08, p < 0.001) and self-compassion (+0.65; 95% CI 0.46–0.84, p < 0.001), and a reduction in brooding (−0.31; 95% CI −0.44 to−0.18, p < 0.001). Taking the course was associated with a reduction in anxiety (β = −0.41; 95% CI −0.55 to −0.27, p < 0.001) and cannabis use (proportional odds ratio 0.82; 95% CI 0.75–0.90, p < 0.001), improvement in sleep quality (β = 0.79; 95% CI 0.61–0.97, p < 0.001) and evidence of a protective effect on well-being (β = 0.24; 95% CI 0.11–0.36, p < 0.001) and depressive symptoms (β = −0.37; 95% CI −0.52 to −0.21, p < 0.001), compared with non-course takers. Effects differed by gender, with women benefitting most, but were comparable across minoritised student subgroups.

Mental health literacy delivered as an accredited undergraduate interdisciplinary course is highly acceptable and associated with improvement in psychological coping and positive effects on student mental health and well-being. Future research should focus on more diverse student samples, underlying mechanisms and sustained effects.