Ethics code: IR.IUMS.REC.1400.725
1- Department of Health and Physical Education, Organization for Educational Research and Planning, Tehran, Iran
2- Department of Education, Farhangian University, Tehran, Iran
2- Department of Education, Farhangian University, Tehran, Iran
Abstract: (27 Views)
Objective(s): This research aimed to examine the content of primary school textbooks in terms of mental health literacy.
Methods: Using the method of directed qualitative content analysis, the content of all the textbooks from the first to the sixth grade of primary school was analyzed. Textbooks were examined using an instrument consisting of four components of mental health literacy: “obtaining and promoting mental health”, “understanding common mental disorders”, “reducing stigma”, and “providing and seeking support”. The analysis was carried out with the assistance of MAXQDA sofrware.
Results: The findings of the research showed that out of the 5229 pages of primary school textbooks, the total frequency of sub-themes related to the obtaining and maintaining good mental health was 3745. Among these sub-themes, “self-development approaches to emotion regulation” (frequency 1154, 59.73%) and the “recognizing changes in brain function” (frequency 1 and 0%) received the most and least attention in textbooks, respectively. It is worth to mention that among different strategies of “self-development approaches to emotion regulation”, “religious practices and beliefs” (frequency 627 and 54.33%) had the highest frequency. The components of understanding common mental disorders, reducing stigma of mental illness, Help-Seeking and help-giving had 1, 21, and 643 frequencies, respectively.
Conclusion: The results showed that in the primary school textbooks, balanced attention has not been given to the components of obtaining and maintaining good mental health, and the “religious practices and beliefs” have been overemphasized in this component. This overemphasis is a hidden curriculum that may produce the opposite result among students instead of a positive effect.
ing and maintaining good mental health, and the “religious practices and beliefs” was overemphasized in this component. This overemphasis is a hidden curriculum that may produce the opposite result among students instead of a positive effect.
Methods: Using the method of directed qualitative content analysis, the content of all the textbooks from the first to the sixth grade of primary school was analyzed. Textbooks were examined using an instrument consisting of four components of mental health literacy: “obtaining and promoting mental health”, “understanding common mental disorders”, “reducing stigma”, and “providing and seeking support”. The analysis was carried out with the assistance of MAXQDA sofrware.
Results: The findings of the research showed that out of the 5229 pages of primary school textbooks, the total frequency of sub-themes related to the obtaining and maintaining good mental health was 3745. Among these sub-themes, “self-development approaches to emotion regulation” (frequency 1154, 59.73%) and the “recognizing changes in brain function” (frequency 1 and 0%) received the most and least attention in textbooks, respectively. It is worth to mention that among different strategies of “self-development approaches to emotion regulation”, “religious practices and beliefs” (frequency 627 and 54.33%) had the highest frequency. The components of understanding common mental disorders, reducing stigma of mental illness, Help-Seeking and help-giving had 1, 21, and 643 frequencies, respectively.
Conclusion: The results showed that in the primary school textbooks, balanced attention has not been given to the components of obtaining and maintaining good mental health, and the “religious practices and beliefs” have been overemphasized in this component. This overemphasis is a hidden curriculum that may produce the opposite result among students instead of a positive effect.
ing and maintaining good mental health, and the “religious practices and beliefs” was overemphasized in this component. This overemphasis is a hidden curriculum that may produce the opposite result among students instead of a positive effect.
Keywords: Mental Health Literacy, Primary School, Textbooks, Qualitative content analysis, Elementary education
type of study: Descriptive |
Subject:
Reproductive Health
Received: 2024/08/28 | Accepted: 2026/04/18 | ePublished ahead of print: 2026/06/7
Received: 2024/08/28 | Accepted: 2026/04/18 | ePublished ahead of print: 2026/06/7
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