Outline of the lecturer-guided session.

Improving mental health literacy in adolescents is a global priority. The purpose of this study is to examine differences in students’ attitudes across five components of mental health literacy—supportability, severity, susceptibility, recoverability, and preventability—by comparing classes led by individuals with lived experience of mental illness and textbook-based classes led by teachers. This study focuses on high school students in Japan, where educational interventions in mental health literacy remain limited. This quasi-experimental study examined changes in mental health literacy among 150 Japanese high school students (aged ≥15) following two types of instruction: one for students who received lessons from individuals with lived experience of mental illness (lecturer-guided), and another by a teacher using textbook content (non-lecturer-guided). A 24-item questionnaire measuring five mental health literacy components—supportability, severity, susceptibility, recoverability, and preventability—was administered at three time points: pre-, post-, and 3-month follow-up. Valid responses from 117 students were analyzed using factor analysis and ANOVA. Five factors were extracted with acceptable internal consistency. The lecturer-guided group showed significant post-intervention improvements in severity, susceptibility, and recoverability (p提升青少年心理健康素养（mental health literacy）是全球优先要务。本研究旨在通过对比由有精神疾病亲身经历者授课的班级与教师使用教科书开展的授课班级，探究学生在心理健康素养五个维度——支持性（supportability）、严重性（severity）、易感性（susceptibility）、可恢复性（recoverability）与可预防性（preventability）——上的态度差异。本研究聚焦于日本高中生群体，该国当前心理健康素养相关教育干预措施仍较为匮乏。本项类实验研究针对150名年龄≥15岁的日本高中生，探究两种教学模式实施后其心理健康素养的变化情况：其一为接受有精神疾病亲身经历者授课的讲师引导式教学（lecturer-guided），其二为教师使用教科书内容开展的非讲师引导式教学（non-lecturer-guided）。研究采用包含24个条目、用于评估上述五个心理健康素养维度的问卷，分别在干预前、干预后及3个月随访三个时间点进行施测。最终纳入117名学生的有效应答数据，采用因素分析与方差分析（ANOVA）进行统计分析。研究共提取出5个因子，其内部一致性可接受。讲师引导组在干预后，其心理健康素养的严重性、易感性与可恢复性维度均出现显著提升（p