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Faith and Mental Health: A Mixed-Methods Study on How Catechetical Teaching Shapes Students’ Help-Seeking Attitudes

Submitted: January 11, 2026 | Published: June 30, 2026
DOI: https://doi.org/10.63130/hijcre.v3i1.225

Authors

Keywords:

Catechism, Catholic Teachings, Help-Seeking, Mental Health, Mental Health Attitudes

Abstract

In a society where Catholic teaching strongly shapes personal values and daily life, students’ views on mental health are often formed at the intersection of faith, culture, and education. As mental health concerns among college students continue to grow, understanding how religious formation influences openness to support becomes increasingly important. An explanatory sequential mixed-methods approach was employed, involving survey data from 2,376 students and in-depth interviews with 7 participants, to examine how exposure to catechetical teaching relates to students’ mental health attitudes and help-seeking tendencies using a researcher-made instrument. The study used descriptive-correlational statistics to analyze quantitative data and thematic analysis to examine qualitative information. Quantitative findings showed strong catechetical knowledge and moderate mental health literacy; however, these did not consistently translate into open expression of distress or proactive help-seeking. Qualitative results revealed that faith-based coping practices support meaning-making, emotional control, and personal responsibility, yet they may also encourage private endurance of suffering. Students expressed conditional views of professional care, such as seeking formal help only when problems become severe or when personal coping efforts are no longer sufficient. Perceived stigma and concern about judgment further shaped cautious disclosure of psychological struggles. Overall, catechetical teaching plays a significant role in forming students’ mental health attitudes by promoting dignity, compassion, and purpose, but its influence on help-seeking remains complex. Strengthening the connection between catechetical formation and mental health education may support more open expression and earlier engagement with professional services within Catholic institutions.

About the Author/s

Edgar R. Lumandas

Edgar R. Lumandas is a seminarian and student at San Isidro College–Bukidnon, affiliated with the School of Arts and Sciences. His academic involvement includes collaborative research on religious devotion, philosophy, and student well-being, reflecting interests in spirituality, mental health, and personal development within educational contexts.

Fremativo A. Vergara

Fremativo A. Vergara is a seminarian and student at San Isidro College–Bukidnon, affiliated with the School of Arts and Sciences. His academic involvement includes collaborative research on mental health, philosophy, and student well-being, contributing to student-focused inquiries that explore well-being, awareness, and contemporary social issues.

Dr. Evan P. Taja-on

Dr. Evan P. Taja-on is a licensed professional teacher, certified mental health advocate, and has published research. He is a faculty member at San Isidro College–Bukidnon, affiliated with the School of Education, and a researcher whose interests include educational psychology, spirituality, and mental health. His work integrates teaching, research, and advocacy to foster student learning and well-being across diverse educational contexts.

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Published

06/30/2026

How to Cite

Lumandas, E., Vergara, F., & Taja-on, E. (2026). Faith and Mental Health: A Mixed-Methods Study on How Catechetical Teaching Shapes Students’ Help-Seeking Attitudes. Hitik: International Journal of Catechists and Religious Educators, 3(1), 43-63. https://doi.org/10.63130/hijcre.v3i1.225

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