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Objectives: The Future Proofing Study (FPS) was established to examine factors associated with the onset and course of mental health conditions during adolescence. This paper describes the design, methods, and baseline characteristics of the FPS cohort., Methods: The FPS is an Australian school-based prospective cohort study with an embedded cluster-randomized controlled trial examining the effects of digital prevention programs on mental health. Data sources include self-report questionnaires, cognitive functioning, linkage to health and education records, and smartphone sensor data. Participants are assessed annually for 5 years., Results: The baseline cohort (N = 6388, M = 13.9 years) is broadly representative of the Australian adolescent population. The clinical profile of participants is comparable to other population estimates. Overall, 15.1% of the cohort met the clinical threshold for depression, 18.6% for anxiety, 31.6% for psychological distress, and 4.9% for suicidal ideation. These rates were significantly higher in adolescents who identified as female, gender diverse, sexuality diverse, or Aboriginal and/or Torres Strait Islander (all ps < 0.05)., Conclusions: This paper provides current and comprehensive data about the status of adolescent mental health in Australia. The FPS cohort is expected to provide significant insights into the risk, protective, and mediating factors associated with development of mental health conditions during adolescence., (© 2022 The Authors. International Journal of Methods in Psychiatric Research published by John Wiley & Sons Ltd.)

Data generated within social media platforms may present a new way to identify individuals who are experiencing mental illness. This study aimed to investigate the associations between linguistic features in individuals' blog data and their symptoms of depression, generalised anxiety, and suicidal ideation. Individuals who blogged were invited to participate in a longitudinal study in which they completed fortnightly symptom scales for depression and anxiety (PHQ-9, GAD-7) for a period of 36 weeks. Blog data published in the same period was also collected, and linguistic features were analysed using the LIWC tool. Bivariate and multivariate analyses were performed to investigate the correlations between the linguistic features and symptoms between subjects. Multivariate regression models were used to predict longitudinal changes in symptoms within subjects. A total of 153 participants consented to the study. The final sample consisted of the 38 participants who completed the required number of symptom scales and generated blog data during the study period. Between-subject analysis revealed that the linguistic features "tentativeness" and "non-fluencies" were significantly correlated with symptoms of depression and anxiety, but not suicidal thoughts. Within-subject analysis showed no robust correlations between linguistic features and changes in symptoms. The findings may provide evidence of a relationship between some linguistic features in social media data and mental health; however, the study was limited by missing data and other important considerations. The findings also suggest that linguistic features observed at the group level may not generalise to, or be useful for, detecting individual symptom change over time., Competing Interests: The authors have declared that no competing interests exist.

Background: This study evaluated the acceptability and effectiveness of a relationship-focussed mobile phone application (WeClick) for improving depressive symptoms and other mental health outcomes in adolescents., Methods: A randomised controlled trial involving 193 youth (M age: 14.82, SD: 0.94, 86.5% female) from Australia was conducted. Youth were recruited via the Internet and randomly allocated to the intervention or a 4-week wait list control condition, stratified for age and gender. The primary outcome was change in depressive symptom scores measured using the Patient Health Questionnaire for Adolescents (PHQ-A) at baseline, 4-week post-test and 12-week follow-up. Secondary outcomes included anxiety, psychological distress, wellbeing, help-seeking intentions for mental health, social self-efficacy and social support. Participants in the intervention condition received access to the intervention for four weeks. Thematic analysis was utilised to identify and examine acceptability., Results: The change in PHQ-A scores from baseline to 4-week post-test did not differ significantly (d = 0.26, p = .138) between the intervention (Mchange = -2.9, SD = 5.3) and wait list control conditions (Mchange = -1.7, SD = 4.3). However, significant between-group improvements were observed in wellbeing (d = 0.37, p = .023), help-seeking intentions (d = 0.36, p = .016) and professional help-seeking intentions for mental health problems (d = 0.36, p = .008). Increases in help-seeking intentions were sustained at follow-up in the intervention condition. No differential effects were found for generalised anxiety, separation anxiety, social self-efficacy or for any social support outcomes. Over 90% of participants indicated the app was enjoyable, interesting and easy to use. The app provided 'advice and direction' (n = 42; 46.15%), an 'opportunity for self-reflection' (n = 33; 36.3%) and 'normalised experiences' (n = 21; 23.1%)., Conclusions: The WeClick app was found to be effective for improving wellbeing and help-seeking intentions for mental health in adolescents. A larger, adequately powered trial is now required to establish differential effects on depressive symptoms. This trial was registered with the Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12618001982202., (© 2020 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.)

Objective: Youth with mental health problems often have difficulties engaging in education and employment. In Australia, youth mental health services have been widely established with a key aim of improving role functioning; however, there is little knowledge of those who are not engaged in employment, education or training (NEET) and the factors which may influence this. This study aimed to examine NEET status and its correlates in a sample of such youth., Design: Cross-sectional data from a longitudinal cohort study., Setting: Between January 2011 and August 2012, young people presenting to one of the four primary mental health centres in Sydney or Melbourne were invited to participate., Participants: Young adults (N=696) aged between 15 and 25 years (M=19.0, SD=2.8), 68% female, 58% (n=404) attended headspace in Sydney., Measures: Individuals 'Not in any type of Education, Employment or Training' in the past month were categorised as NEET. Demographic, psychological and clinical factors alongside disability and functioning were assessed using clinical interview and self-report., Results: A total of 19% (n=130/696) were NEET. NEETs were more likely to be male, older, have a history of criminal charges, risky cannabis use, higher level of depression, poorer social functioning, greater disability and economic hardship, and a more advanced stage of mental illness than those engaged in education, training or work. Demographics such as postsecondary education, immigrant background and indigenous background, were not significantly associated with NEET status in this sample., Conclusions: One in five young people seeking help for mental health problems were not in any form of education, employment and training. The commonly observed risk factors did not appear to influence this association, instead, behavioural factors such as criminal offending and cannabis use appeared to require targeted intervention., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

The impact of Internet communication on adolescent social development is of considerable importance to health professionals, parents and teachers. Online social networking and instant messaging programs are popular utilities amongst a generation of techno-savvy youth. Although these utilities provide varied methods of communication, their social benefits are still in question. This study examined the relationship between online social interaction, perceived social support, self-esteem and psychological distress amongst teens. A total of 400 participants (M(age) = 14.31 years) completed an online survey consisting of parametric and non-parametric measures. No significant relationship was found between online interaction and social support. Time spent interacting online was negatively correlated with self-esteem and psychological distress. While previous research has focused on young adults, this study examines the impact of online social networking on emerging teens. It highlights the need for continued caution in the acceptance of these utilities.

This paper outlines a systematic review and meta-analyses to identify, describe, and evaluate randomised and non-randomised controlled trials of psychological programs targeting the mental health, professional burnout, and/or wellbeing of school classroom teachers. Eighty-eight unique studies were identified for inclusion in the review, and of those 46 were included in the meta-analyses (23 randomised controlled trials). In randomised controlled trials, the programs examined had large effects on stress (g=0.93), and moderate effects on anxiety (g=0.65), depression (g=0.51), professional burnout (g=0.57), and wellbeing (g=0.56) at post. In non-randomised controlled trials, programs had moderate effects on stress (g=0.50), and small effects on anxiety (g=0.38) and wellbeing (g=0.38) at post. Studies were heterogeneous in design and methodological quality was generally poor, particularly in non-randomised controlled trials. There was an inadequate number of comparisons to perform sub-group analyses, meta-regression, or publication bias analyses. Most of the programs examined required significant time, effort, and resources to deliver and complete. These programs may not translate well outside of research trials to real-world contexts due to teachers being time-poor. Priorities for research include using methodologically rigorous designs, developing programs for teachers with teachers (i.e. co-design), and considering implementation factors to ensure feasibility, acceptability, and uptake. Systematic Review Registration Number: PROPSERO - CRD42020159805.

The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (M[subscript age] = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.

This review aimed to examine the effectiveness of mental health training programs designed to improve the knowledge, attitudes, or helping behaviour of secondary school teachers for adolescent depression, anxiety, and related mental health problems. A systematic search strategy was conducted using electronic databases and hand search procedures. Eight studies met inclusion criteria, representing six unique training programs. All eight studies reported an improvement in mental health knowledge (d = 0.57-3.1) and attitudes (d = 0.36-1.18) at post-intervention. There was little evidence that the included training programs improved teachers' helping behaviour or students' mental health. There was no evidence to suggest that these training programs alleviated mental health problems among teachers themselves. Only two studies were conducted as randomised controlled trials. The findings suggest there may be value in providing mental health training to teachers; however, there is an urgent need for more rigorous research to determine which, if any, programs can alter teacher behaviour or improve student outcomes for mental health.

School counsellors play an important role in supporting student mental health but face several challenges that may increase their vulnerability to burnout. This study aimed to explore the factors associated with burnout among school counsellors in secondary schools in New South Wales (NSW), Australia. A crosssectional, online survey was conducted to measure demographics, school counsellor background, school context, school counselling practice, openness towards evidence-based practices, and use of online resources. The fnal sample consisted of the 125 participants who responded they had (n = 65) or had not (n = 60) experienced burnout. Most participants were female (86%), with an average of 9 years' experience (SD = 7.0). Burnout was associated with lower workload manageability, lower satisfaction with school mental healthcare, greater impact of work stress upon wellbeing, and greater frequency of providing care outside of school hours. No other signifcant associations were found. This study reinforces that school counsellors are vulnerable to burnout and that measuring job overload may help to identify those at increased risk. School counsellors may also beneft from additional support for students who require care beyond school hours. Greater awareness about the risks of burnout, coupled with efforts to improve resource allocation within the school setting, may improve school counsellors' sustainability and optimise the mental healthcare available to students.

Background: Anxiety and depressive disorders typically emerge in adolescence and can be chronic and disabling if not identified and treated early. School-based universal mental health screening may identify young people in need of mental health support and facilitate access to treatment. However, few studies have assessed the potential harms of this approach. This paper examines some of the potential mental health-related harms associated with the universal screening of anxiety and depression administered in Australian secondary schools. Methods: A total of 1802 adolescent students from 22 secondary schools in New South Wales, Australia, were cluster randomised (at the school level) to receive either an intensive screening procedure (intervention) or a light touch screening procedure (control). Participants in the intensive screening condition received supervised self-report web-based screening questionnaires for anxiety, depression and suicidality with the follow-up care matched to their symptom severity. Participants in the light touch condition received unsupervised web-based screening for anxiety and depression only, followed by generalised advice on help-seeking. No other care was provided in this condition. Study outcomes included the increased risk of anxiety, depression, psychological distress, decreased risk of help-seeking, increased risk of mental health stigma, determined from measures assessed at baseline, 6 weeks post-baseline, and 12 weeks post-baseline. Differences between groups were analysed using mixed effect models. Results: Participants in the intensive screening group were not adversely affected when compared to the light touch screening condition across a range of potential harms. Rather, participants in the intensive screening group were found to have a decreased risk of inhibited help-seeking behaviour compared to the light touch screening condition. Conclusions: The intensive screening procedure did not appear to adversely impact adolescents' mental health relative to the light touch procedure. Future studies should examine other school-based approaches that may be more effective and efficient than universal screening for reducing mental health burden among students. Trial registration Australian and New Zealand Clinical Trials Registry (ACTRN12618001539224) https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375821. [ABSTRACT FROM AUTHOR]

Background: This study aimed to examine the impact of a web-based positive psychology program delivered universally to secondary school students during school closures caused by the COVID-19 pandemic in New South Wales, Australia. Methods: Using a quasi-experimental design conducted in 2020, 438 students aged 12–15 years (73% male) from 4 secondary schools were invited to complete the 'Bite Back Mental Fitness Challenge'. This web-based program consisted of 7 self-directed modules that targeted 5 key domains of positive psychology. Self-reported symptoms of anxiety and depression and help-seeking intentions for mental health were assessed at baseline prior to school closures (February to March 2020) and at post-test after the return to school (July to August 2020). At post-test, students also reported on their perceived changes in mental health and help-seeking behavior for mental health during the pandemic. Completion of the program modules was recorded. Results: A total of 445 students consented and 336 (75.5%) completed both assessments. On average, participants completed 2.31 modules (SD: 2.38, range: 0 to 7). There was no change in symptoms of anxiety and depression or help-seeking intentions between baseline and post-test, with no significant effects for gender and history of mental illness. Students who were symptomatic for anxiety and depression at baseline reported lower symptoms at post-test, but this change was not significant. Ninety-seven students (27.5%) reported that their mental health had worsened during the pandemic, and a significant increase in anxiety and depressive symptoms was found in this subsample at post-test. Only 7.7% of students reported a change in their help-seeking behavior, with increased mental health support sought from the Internet, parents, and friends. Conclusions: The universal delivery of a web-based positive psychology program during school closures did not appear to be associated with improved mental health symptoms; however, completion of the modules was low. Different effects may emerge when selectively delivered to students with mild or greater symptoms. The findings also suggest that broader measures of mental health and wellbeing, including perceived change, are key to the mental health surveillance of students during periods of remote learning. [ABSTRACT FROM AUTHOR]

Background: Traditional face-to-face cognitive behavioural therapy (CBT) has been successful at reducing fear of falling (FOF) in older people but can be labour-intensive and costly. Online CBT has been suggested as a cost-effective alternative but has not yet been tested in the context of FOF. This study evaluates the effectiveness of a readily available, self-guided and generalised online CBT program (myCompass) on reducing FOF in older people. Methods: Fifty community-dwelling older people with FOF received a paper-based health education program, and half were randomly assigned to receive three selected modules from myCompass for 6 weeks. The primary outcome was feared consequences of falling at 6 weeks. Secondary outcomes were concern about falling, balance confidence, activity avoidance, physical activity, exercise self-efficacy, health literacy and mental health at 6/26/52 weeks and falls incidence at 12 months. Results: All intervention participants completed at least 2-out-of-3 myCompass modules. There was a significant main effect of time on feared consequences of falling (Cohen's f = 0.55). The group by time interactions for concern about falling (f = 0.28), stress (f = 0.26) and social support for health (health literacy) (f = 0.26) was also significant, favouring the control group. The overall attrition rate at 12 months was 24% (n = 12). Conclusion: The high program compliance and low attrition rate suggest that online CBT is feasible among older people. However, the myCompass program had no effect at reducing FOF in older people. A more targeted CBT program with a well-integrated psychoeducation module on FOF might be the solution to boost the therapeutic effects of a generalised CBT program at reducing FOF for older people. [ABSTRACT FROM AUTHOR]

The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (Mage = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health. [ABSTRACT FROM AUTHOR]

Objective: Parents are important facilitators of mental healthcare for their adolescent children. An online, school-based, mental health service may assist parents in gaining access to care. This study explored parental attitudes towards this new type of service provision. Method: The study was undertaken in July and August 2016. Semi-structured interviews were used to understand parents' attitudes towards a proposed online, school-based service called Smooth Sailing. Themes were identified through thematic analysis. Fourteen parents were interviewed. Results: Seven key themes emerged. Parents' own experiences seeking help and awareness of mental health services, their perceived prevalence of mental health issues in youth and the appropriateness of online and school-delivered care, the desire to be involved in their child's care, alongside concerns about stigma, service trust and credibility, and the availability of face-to-face support, were all found to influence parents' attitudes to the proposed service. Discussion: This study confirmed that parents have both positive and negative attitudes towards online, school-based mental health service provision. By understanding these attitudes, service providers are better equipped to develop strategies to mitigate concerns and promote engagement. In doing so, parents are likely to be more supportive of their child seeking help for mental health in the school setting. [ABSTRACT FROM AUTHOR]

Background : Schools play an important role in supporting young people's mental health, but face challenges identifying and responding to students in need of care. To assist secondary schools, the Black Dog Institute has developed an online, school-based, mental health service (Smooth Sailing). Delivered in the classroom, Smooth Sailing uses a website to screen, assess, allocate, and deliver care for depression and anxiety. The service is based on the principles of stepped care, offering treatments with varied intensity and follow-up by a school counselor when necessary. The current study aimed to evaluate the feasibility, acceptability, and safety of this new type of service among secondary school students. Methods : Between February and June 2017, a single-arm, pre-post, pilot study was conducted among students from four NSW secondary schools. Schools were given access to the service for 6 weeks. Feasibility measures (consent rates and step allocations), acceptability measures (service use and satisfaction) and safety measures (deterioration in help-seeking intention scores and mental health symptoms) were assessed at baseline and completion of the 6-week trial period. Results : A total of 59 students took part in the service pilot (mean age, 14.57 years; SD, 0.89 years; range, 13-16 years). At baseline, 18.64% of students were found to require follow-up from the school counselor, and 80% of these were new cases. Although completion of the online modules was low, service satisfaction was high. At 6 weeks, the mean scores for help-seeking, depression, and anxiety remained relatively stable or improved. Conclusions : The current study presents important findings for the development and implementation of an online mental health service that screens students' mental health and allocates care accordingly, all within the school setting. Although the findings provide some support for the feasibility, acceptability, and safety, service improvements are needed. The modifications outlined are likely to improve the quality of the service and its effectiveness. Trial Registration : Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12617000977370 [ABSTRACT FROM AUTHOR]

Abstract: Introduction: Broadcasting a suicide attempt on social media has become a public concern in China. Stigmatizing attitudes around such broadcast can limit help‐seeking and increase the likelihood of death. To reduce stigmatizing attitudes, this paper aims to detect stigma expressions in social media posts through language use patterns and then identify suicide literacy in responses to such broadcast. Methods: Firstly, to examine linguistic patterns of stigma expressions, 6632 Weibo posts with keywords were collected and analyzed. Using 102 linguistic features, 2 classification models were built: one for differentiating between stigmatizing and nonstigmatizing attitudes, and one for differentiating between specific types of stigmatizing attitudes. Secondly, to identify the levels of suicide literacy, a content analysis was conducted on 4969 Weibo posts related to social media suicide. Results: Firstly, the model accuracy ranged from 66.15% to 72.79%. Secondly, a total of 11.67% of the Weibo posts (n = 580) contained misinformation about suicide. In the category of knowledge of signs, 27.93% and 18.10% of posts endorsed the stigmatizing views that “suicide happens without warning” and “people who want to attempt suicide cannot change their mind quickly,” both of which were related to a stigmatizing belief that a suicide attempt on social media is not genuine. In the category of knowledge of treatments, 35.17% of posts endorsed the stigmatizing view that “people who have thoughts about suicide should not tell others about it.” Discussion: This paper presents an opportunity for the dissemination of targeted online campaigns to increase mental health literacy and help‐seeking. [ABSTRACT FROM AUTHOR]

Depression is a highly prevalent mental health problem and is a co-morbidity of other mental, physical, and behavioural disorders. The internet allows individuals who are depressed or caring for those who are depressed, to connect with others via online communities; however, the characteristics of these discussions have not yet been fully explored. This work aims to explore the textual cues of online communities interested in depression. A total of 5,000 posts were randomly selected from 24 online communities. Five subgroups of online communities were identified: Depression, Bipolar Disorder, Self-Harm, Grief/Bereavement, and Suicide. Psycholinguistic features and content topics were extracted from the posts and analysed. Machine learning techniques were used to discriminate the online conversations in the depression communities from the other subgroups. Topics and psycholinguistic features were found to be highly valid predictors of community subgroup. Clear discrimination between linguistic features and topics, alongside good predictive power is an important step in understanding social media and its use in mental health. [ABSTRACT FROM AUTHOR]

Purpose: To examine the associations between depression course, functional disability, and Not in Education or Training (NEET) status in a clinical sample of young adults with mental health problems.Methods: Young adults aged 15-25 years seeking help from four primary mental health services were invited to participate in a prospective cohort study evaluating the course of psychiatric disorders in youth. Demographic and clinical characteristics, including depressive symptomatology and functioning, were evaluated through clinical interview and self-report at baseline and 12 month follow-up.Results: A total of 448 young adults participated (70 % female; M: 20.05 years, SD = 2.85). A significant interaction effect for time and depression course was found, such that those who became depressed reported an increase in functional disability and those whose depression remitted reported a significant reduction in functional disability. Developing depression was not a significant predictor of becoming NEET and vice versa: remitted depression did not make a person more likely to reengage in employment or education.Conclusions: This is the first study to examine the course of depression, functional disability, and NEET rates among help-seeking young adults. This study confirms the importance of symptom reduction for improved functioning; however, functional disability remained greater than that seen in young people in the community and there was no association between a change in depression and a change in NEET status. These results argue that services need to address functional outcomes and reengagement with education and employment in addition to symptom reduction. [ABSTRACT FROM AUTHOR]

The article presents research on the effects of delayed sleep onset in depressed young people, with information on the circadian abnormalities in depressed young adults. Topics include risk factors, such as substance use, in delayed sleep phases; the cohort of help-seeking young adults with mental health problems; and the correlation between mental illness and delayed sleep phase.

This study examined the effects of an online cognitive behavior therapy (CBT) program (moodgym) compared with an online support group (moodgarden) in decreasing symptoms of depression and anxiety, and improving dysfunctional thoughts, online social support, and CBT literacy in young adults. Thirty-nine university students (aged 18-25) with elevated scores on the kessler psychological distress scale were allocated to either the moodgym, moodgarden or control condition. Relative to the control condition, participation in the moodgym group significantly improved anxiety symptoms and CBT literacy. Similarly, participation in the moodgarden group significantly improved anxiety symptoms and online social support relative to the control condition. although it appears that these online resources are beneficial, further research is needed to determine their long-term efficacy. Furthermore, qualitative participant evaluations indicated that improvements may need to be made to moodgym to ensure that young adults remain engaged with the program. [ABSTRACT FROM AUTHOR]

Social and professional support for mental health is lacking in many rural areas - highlighting the need for innovative ways to improve access to services. This study explores the potential of online social networking as an avenue for peer support. Using a cross sectional survey, 74 secondary students answered questions relating to internet use, online social network use and perceptions of mental health support. Over half of the sample had experienced a need for mental health support with 53% of participants turning to the internet. Results indicate that online social networking sites were used regularly by 82% of the sample and 47% believed these sites could help with mental health problems. The study concluded that online social networking sites may be able to link young people together with others in similar situations. The popularity and frequency of use may allow these sites to provide information, advice and direction for those seeking help. [ABSTRACT FROM AUTHOR]

Background: In Australia, secondary school educators are well positioned to recognize mental illness among students and provide support. However, many report that they lack the knowledge and confidence to do so, and few mental health training programs available for educators are evidence based. To address this gap, the Black Dog Institute (BDI) developed a web-based training program (Building Educators' Skills in Adolescent Mental Health [BEAM]) that aims to improve mental health knowledge, confidence, and helping behaviors among secondary school educators in leadership positions. A pilot study of the training program found it to be positively associated with increased confidence and helping behaviors among educators and reduced personal psychological distress. An adequately powered randomized controlled trial (RCT) is needed. Objective: The primary objective of this cluster RCT is to evaluate the effectiveness of the BEAM program for improving educators' confidence in managing student mental health. The trial will also evaluate the effect of the BEAM program in increasing educators' frequency of providing help to students and improving their mental health knowledge and reducing educators' psychological distress and stigma toward students with mental health issues. Methods: The target sample size is 234 educators from 47 secondary schools across New South Wales, Australia. Four waves of recruitment and enrollment into the trial are planned. Schools will participate in one wave only and will be randomized to the intervention or waitlist control conditions. Participants from the same school will be assigned to the same condition. Assessments will be conducted at baseline, posttest (10 weeks after baseline), and follow-up (22 weeks after baseline) using the BDI eHealth research platform. Intervention participants will receive access to the BEAM program for 10 weeks upon completion of baseline, and the control condition will receive access for 10 weeks upon completion of the follow-up assessment. Results: Recruitment for this trial began on July 21, 2020, with the first baseline assessments occurring on August 17, 2020. To date, 295 participants from 71 schools have completed baseline. Due to the unexpected success of recruitment in the first 3 waves, the final fourth wave has been abandoned. Intervention participants are currently receiving the program, with follow-up due for completion in March 2021. Conclusions: This is one of the first RCTs to examine the effectiveness of a web-based adolescent mental health training program for Australian secondary school educators in leadership positions. If found to be effective, this training program will offer a sustainable and scalable delivery method for upskilling educators in caring for students' mental health. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12620000876998; https://covid-19.cochrane.org/studies/crs-14669208 International Registered Report Identifier (IRRID): DERR1-10.2196/25870 JMIR Res Protoc 2021;10(2):e25870 doi:10.2196/25870 [ABSTRACT FROM AUTHOR]