Lyons, Rose ORCID: https://orcid.org/0009-0005-8050-3912, Van Dyke, Melinda ORCID: https://orcid.org/0000-0002-8872-3451 and de Courten, Maximilian ORCID: https://orcid.org/0000-0001-9997-9359 (2025) A critical review of curriculum and pedagogy in mental health education. Health Education, 126 (2). pp. 1-28. ISSN 0965-4283

Abstract

Purpose – To critically examine the existing literature on mental health education in secondary schools amid an escalating youth mental health crisis, exploring which curriculum components and pedagogical approaches are most effective for adolescents’ learning. Design/methodology/approach – We used a critical literature review methodology grounded in a constructivist paradigm. Systematic searches across three databases using the PICo framework yielded 176 publications for analysis. Data extraction captured explicit and implicit insights about curriculum and pedagogy from diverse publication types. Reflexive thematic analysis was conducted using Bernstein’s educational theory, Freire’s critical pedagogy and Kutcher et al.’s mental health literacy model as analytical lenses. Findings – We identified eight evidence-based propositions indicating that effective curriculum requires comprehensive integration of all mental health literacy components, recognition of mental health’s subjective nature within sociocultural contexts, inclusion of biopsychosocial and continuum models and development of communication competencies and practical problem-solving skills. From a pedagogical perspective, the findings indicate the limitations of didactic methods while supporting multimedia integration, active learning methodologies and student-led approaches that foster critical engagement and agency. Originality/value – Despite recognition that school-based mental health education is a crucial factor in improving adolescent mental health, current approaches have been characterised as heterogenous and inconsistent, with ambiguity regarding which curriculum components and pedagogical approaches contribute to the effectiveness of interventions – a critical gap that this review addresses by offering guidance for researchers, educators and policymakers to consider in designing and delivering mental health education that enhances adolescents’ mental health literacy and empowers them to improve their well-being.

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