Studies have indicated that adolescents’ unwillingness to receive professional help may be related to their fear of being stigmatized by their peers (43–45). Allowing self-referral coincides with the personal recovery approach, where adolescents are encouraged to have agency and engage actively in their recovery (15, 18, 19). The program is funded by the Special Projects Fund of the National Insurance Institute, local authorities, and private funds. The Australian Headspace model (described above) inspired the opening of a Headspace program in Israel. An evaluation study conducted on the Jigsaw program with 2,420 participants (aged 12–25) who completed the Clinical Outcomes in Routine Evaluation questionnaires (CORE-10 and YP-CORE) reported a significant decrease in mental distress (27). The Jigsaw program was established in 2006 (called Headstrong until 2016) in the Republic of Ireland.

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For example, programs that incorporate peer support have shown increased engagement and positive outcomes. Cultural considerations significantly enhance the effectiveness of youth mental health initiatives. These initiatives prioritize youth engagement, allowing participants to shape programs. Barriers in reaching underserved populations include stigma, lack of resources, and limited access to services.

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This factsheet, available in English and Spanish, features free CYBHI resources and supports to support youth mental health. An online training for TK-12 educators, early care providers, and all who interact with young people to recognize and respond to trauma and reduce behavioral health challenges. Resources for educators and schools, including palm cards, posters, talking points, social posts, activation tips, and more to help youth and young adults before, during, and after a crisis.

• For example, social media can foster community support, while apps provide guided exercises and tracking tools.
• They can participate in community programs, advocate for mental health awareness, and provide a nurturing environment at home.
• We also excluded programs that only provided therapy services or therapeutic interventions since they do not provide leisure and/or social activities in the community.
• Explore inspiring grantee highlights, youth-created materials, and the partnerships making a real impact across California.

Online resources provide accessible information and virtual counseling options, making mental health support more reachable. By integrating mental health education into schools, these initiatives empower youth to seek help when needed. This would help improve the expansion and implementation of programs and services and respond to users’ and their families’ needs. We reviewed 27 community-based programs for adolescents based on extensive literature and web search.

Digital platforms for mental health support include social media, mobile apps, online therapy services, and forums. Thus, mental health professionals in the community are strongly encouraged to explore the programs available in their areas and advocate for community-based adolescent-oriented programs. Data from the service team and mental health professionals who provide referrals to programs should also be gathered to better understand needs and enhance the service.

The service is provided in 14 centers, in a youth environment that includes a common seating area, a pool table, music and arts activities, all designed to create a sense of belonging to the community. The Reeltime Music program has been operating since 1997 in the United Kingdom as a musical-social project where adolescents with MHC (aged 12–18) raise awareness of mental health issues by engaging in rehearsals, recordings, and performances at festivals. Another program in Australia is the Young People’s Outreach Program (YPOP), where peer support youth workers mentor and support users aged 17–25 in life skills such as housing, employment, and https://www.commonwealthfund.org/blog/2023/call-national-strategy-strengthen-youth-behavioral-health-workforce sustaining healthy activities and relationships (see Table 1, Item 2).