A descriptive phenomenological study of virtual learning experiences enhancing mental health literacy among Vietnamese secondary school students.

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Learn more: PMC Disclaimer | PMC Copyright Notice Discov Ment Health . 2026 Apr 22;6(1):97. doi: 10.1007/s44192-026-00451-2 A descriptive phenomenological study of virtual learning experiences enhancing mental health literacy among Vietnamese secondary school students Thanh-Huan Nguyen 1 , Thien-Vu Giang 2 , Bao-Hoang Nguyen-Le 3 , Phi-Bao Nguyen-Ngoc 4, ✉ , Tu-Ngan Pham-Thanh 4 Author information Article notes Copyright and License information 1 Division of Basic Psychology, Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam 2 Division of Counseling, Therapeutic and Clinical Psychology, Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam 3 Division of Industrial and Organizational Psychology, Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam 4 Luong The Vinh Secondary and High School, No. 131 Co Bac St., Ho Chi Minh City, 700000 Vietnam ✉ Corresponding author. Received 2025 Nov 25; Accepted 2026 Apr 9; Collection date 2026 Dec. © The Author(s) 2026 Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, which permits any non-commercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this article or parts of it. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0/ . PMC Copyright notice PMCID: PMC13234054  PMID: 42018238 Abstract Adolescent mental health has become an increasingly important concern in educational contexts, yet students’ lived experiences of learning mental health literacy through digital platforms remain underexplored, particularly in developing countries. This study explored Vietnamese secondary school students’ experiences of participating in an eight-week Virtual Learning Environment (VLE) course designed to enhance mental health literacy. A descriptive phenomenological approach based on Colaizzi’s method was employed to examine how students perceived and interpreted their learning experiences. Semi-structured interviews were conducted with eight students who completed the course, and the interview data were analyzed following Colaizzi’s procedure. The analysis revealed four experiential themes: Vague initial perceptions and stigma about mental health; Experience of psychological safety when learning in the VLE; Development of mental health self-care skills; Transformation of positive attitudes towards adolescent mental health issues. These findings suggest that a well-facilitated VLE can create a supportive learning space that encourages reflection, emotional awareness, and dialogue about psychological well-being. The study provides insights for educators seeking to integrate mental health literacy into school programs through digitally supported learning environments, particularly in contexts where school-based mental health education is still developing. Keywords: Adolescent mental health, Descriptive phenomenology, Mental health literacy, Psychological safety, Virtual learning environment Introduction In recent years, the mental health of adolescents has become a global concern, especially following the COVID-19 pandemic, as social, academic, and emotional disruptions have profoundly affected students’ well-being [ 24 ]. Adolescence is a critical period for identity formation, emotional regulation, and social competence development; many students, however, face anxiety, stress, and limited mental health (MH) literacy [ 20 ]. Therefore, schools are considered ideal environments for integrating educational programs that enhance mental well-being and social-emotional competence [ 23 ]. These challenges highlight the urgent need for educational approaches that can improve adolescents’ awareness, understanding, and coping capacities regarding MH issues. The concept of mental health literacy (MHL) provides an important framework for addressing these challenges. Originally introduced by Jorm et al. [ 11 ], MHL refers to the knowledge and beliefs about MH conditions that aid their recognition, management, and prevention. Contemporary perspectives further emphasize that MHL includes not only knowledge but also stigma reduction, help-seeking attitudes, and basic self-care competencies related to psychological well-being. In educational settings, MHL programs are increasingly implemented through school-based learning activities designed to promote awareness, self-reflection, and supportive attitudes among students. In this study, MHL is understood as encompassing students’ awareness of mental health, their attitudes toward emotional well-being, and their openness to seeking support when needed. In parallel with the digital transformation trend in education, VLE has emerged as a new platform supporting students’ academic and personal development. VLE is not merely a traditional form of online learning, but also an integrated technological learning space where students can access materials, interact with teachers, participate in experiential learning activities, reflect on emotions, and receive remote psychological support. International studies indicate that VLE designed with MH in mind can create a flexible, private, and less stigmatizing environment, consequently fostering greater openness in students’ sharing of emotions and self-exploration [ 2 , 7 ]. Recent protocols such as Nazari et al. [ 19 ] also emphasize the effectiveness of digital and social-media-based MHL interventions, suggesting that technology-mediated environments may enhance engagement and reduce stigma among high school learners. VLE can offer psychologically supportive spaces where students may feel safer discussing sensitive MH topics. In addition, digital learning platforms allow the integration of interactive modules, peer discussions, and reflective activities that may facilitate the development of MHL. However, how these virtual learning experiences are subjectively perceived and how they contribute to students’ MHL development remain insufficiently explored. In Vietnam, alongside digital transformation efforts in education, several pilot models of VLE for social-emotional education and school MH care have been implemented at various school levels. However, existing studies predominantly focus on assessing effectiveness or satisfaction levels, while in-depth research exploring the actual lived experiences of students participating in these MH-oriented VLE remains scarce. However, empirical research examining how students subjectively experience MH learning within virtual environments remains limited, particularly in the Vietnamese educational context. Understanding the learning experience within VLE is crucial, as it helps identify how students perceive, interact with, and internalize the values of MH education in the digital space, enhancing MHL. A descriptive phenomenological approach is suitable for exploring the essence of these experiences, as the goal is not to measure or test hypotheses, but to describe the learners’ experiential world profoundly and faithfully [ 4 , 17 ]. To better understand these lived learning experiences, a qualitative approach grounded in descriptive phenomenology was adopted. Based on these rationales, this study was conducted to explore the lived experiences of secondary school students participating in a VLE designed to enhance MHL. Rather than evaluating the effectiveness of the program through quantitative measurement, this study seeks to explore how students interpret and make meaning of their experiences within a virtual mental health learning environment. Literature review In recent years, adolescent MH has become a major global concern as rates of anxiety, stress, and depression continue to rise (WHO, 2022). Adolescence is a sensitive period marked by significant cognitive, emotional, and identity development. According to Patel et al. [ 20 ], however, many students who are prone to negative stigma still have limited understanding of MH, and face difficulties in seeking help. In this context, schools are viewed as strategic environments for enhancing MH literacy, helping students recognize emotions, regulate stress, and build positive attitudes towards mental well-being [ 23 ]. On the whole, Asplund et al. [ 1 ] synthesize intervention programs for students aged 13–16 and conclude that most school-based programs can significantly improve knowledge, understanding, and, to some extent, attitudes related to MH although their effectiveness in reducing stigma and changing help-seeking behaviors remains inconsistent. In the same manner, in a meta-analysis of interventions for adolescents, Sun et al. [ 22 ] also find that these programs have a positive impact on knowledge, attitudes, and help-seeking intentions, but the effects tend to diminish over time if not maintained and reinforced. On that basis, Litta et al. [ 14 ] emphasize the special role of the school context, where students spend most of their time and can access formal support sources, thereby affirming schools as priority spaces for implementing MHL programs for young people. Zhang et al. [ 27 ] indicate that higher mental health literacy predicts lower levels of psychological distress, through the mediating role of resilience; furthermore, subjective socio-economic status can moderate this relationship. This study reinforces the argument that proper MHL is not only related to knowledge but also contributes to protecting mental well-being by strengthening individuals’ internal resources. Among university students, Yang et al. [ 25 ] further affirm the role of MHL in professional psychological help-seeking behavior via the two mediating mechanisms of perceived social support and psychological help-seeking stigma. School-based MH education programs have increasingly been recognized as an important strategy for improving students’ MH awareness and coping capacities. Along with the digital transformation trend, the Virtual Learning Environment (VLE) has become an important platform for implementing MH education programs. Unlike traditional online learning, VLE is designed as an integrated learning space, allowing students to receive content, interact, reflect, and participate in experiential emotional activities. Research by Barak and Grohol [ 2 ] shows that VLE can create a less stigmatizing environment, helping students be more open when sharing psychological difficulties. Furthermore, modern VLE systems integrate emotional feedback activities, learning journals, and relaxation practice modules, contributing to enhancing self-regulation of behavior and emotions in adolescents [ 7 , 18 ]. Recent studies suggest that virtual learning environments can provide flexible and accessible platforms for MH education, allowing students to engage with sensitive psychological topics in a supportive learning space. Digital platforms may also facilitate reflective learning, peer interaction, and anonymous participation, which can reduce stigma and encourage open discussion of MH issues. A critical factor in VLE is psychological safety, meaning the feeling of being respected, heard, and not judged. Edmondson [ 5 ] asserts that learners more easily open up, acknowledge emotions, and engage in deeper learning activities when psychological safety is established. In the digital environment, the teachers’ social presence, timely support, and positive communication activities help maintain emotional connection and promote meaningful learning experiences [ 3 ]. In this regard, MHL programs implemented through VLE environments may help students develop knowledge, attitudes, and basic self-care competencies related to psychological well-being. In Vietnam, the digital transformation in education in recent years has promoted the trend of implementing SEL and MH literacy programs through digital platforms [ 16 ]. Some pilot models in Ho Chi Minh City, Hanoi, and Da Nang show that students can improve their emotional recognition, empathy, and coping skills when participating in online classes integrated with MH content. Nevertheless, the majority of current national research still focuses on measuring satisfaction levels, evaluating intervention effectiveness, or skill development levels, without delving deeply into the actual lived experiences of students when learning about MH on VLE. This leads to a significant scientific gap, as understanding students’ experiences is fundamental to designing appropriate, humane, and robust programs. Although many international studies have highlighted the potential of VLE in enhancing MH literacy and strengthening emotional safety for students [ 2 , 7 , 18 ], empirical evidence in Vietnam is still very limited. Current implementation models mainly focus on evaluating program effectiveness or satisfaction levels, while very few studies delve into the lived experiences of students when accessing MH content on VLE platforms. To fill this gap, the current study selects the descriptive phenomenological method of Colaizzi [ 4 ], aiming to explore the essence of the learning experience on VLE of secondary school students regarding the topic of MH. Based on the gaps identified above, the study focuses on addressing the following questions: RQ 1: How do secondary school students experience learning about MH in a VLE? RQ 2: How does participation in the MH course on the VLE affect students’ awareness, emotions, and attitudes towards MH? Understanding students’ lived experiences in such learning environments may provide deeper insights into how MH education is perceived, internalized, and applied by secondary school students. Method Study design This study was conducted using the descriptive phenomenological approach proposed by Colaizzi [ 4 ], aiming to explore and describe the essence of secondary school students’ VLE experiences regarding MH. This method focuses on understanding the participants’ experiential world as they truly perceive it, without intervention or imposing interpretative frameworks [ 17 ]. Descriptive phenomenology aims to explore individuals’ lived experiences and the meanings they attribute to a particular phenomenon. In the context of this study, the approach was considered appropriate for understanding how students perceive and interpret their learning experiences in a virtual MHL program. The choice of descriptive phenomenology stems from the research objective of faithfully reconstructing the feelings, thoughts, and meanings that students attribute to the VLE process about MH rather than measuring program effectiveness or testing hypotheses. The researcher employs in-depth interviews, acting as an observer and listener, to record significant statements. These statements are then inductively analyzed and organized into clusters and themes to capture the phenomenological essence of the experience. Participants The study sample consisted of 08 secondary school students (04 male and 04 female students; from grade 06, lower-secondary, to grade 12, upper-secondary), studying at three public schools in Vietnam. Participants were secondary school students who had completed the eight-week online course on school MHL. The sample included students from different grade levels to capture a range of learning experiences in the VLE. These students were selected through purposive sampling, based on the criteria: Having participated in the 8-week online course on “Self-awareness of School Mental Health”, Having no diagnosed MH problems, and. Agreeing to participate in the interview voluntarily and signing a confidentiality agreement. Inclusion criteria included active engagement in the program and willingness to share personal experiences related to mental health learning. In phenomenological research, smaller sample sizes are commonly used to allow in-depth exploration of participants’ lived experiences. A sample of eight participants was considered sufficient to provide rich narrative data and meaningful insights into students’ experiences within the VLE. The VLE was designed to promote psychological safety by encouraging respectful communication, non-judgmental discussion, and voluntary participation. Students were free to share their thoughts and experiences without pressure, which helped create a supportive atmosphere for discussing MH topics. Consent to participate Ethical approval for the study was obtained from the relevant institutional review board (code: CS2024.19.02TD). Since all participants were under 18 years of age, written informed consent was obtained from their parents or legal guardians prior to participation. In addition, verbal assent was obtained from the students themselves after they had been fully informed about the purpose, procedures, potential risks, and voluntary nature of the study. Participants and their guardians were clearly informed that they could withdraw from the study at any time without any negative consequences. All ethical procedures were conducted in accordance with the relevant institutional and national research guidelines. Data collection Data were collected through semi-structured in-depth interviews. The set of questions was designed to be open-ended, revolving around aspects such as: Students’ feelings before, during, and after the course; How they interpreted and reacted to content about emotions, stress, and mental self-care skills; Experiences of interaction in the VLE environment; Changes in perception or behavior after participating in the course. Each interview lasted approximately 35–45 min and was conducted online through a video communication platform. With participants’ consent, interviews were audio-recorded and later transcribed verbatim for analysis. The researcher also kept a reflective journal to ensure awareness of subjective roles during the data collection and interpretation process. Data collection continued until thematic saturation was reached, meaning that no substantially new experiential themes emerged from subsequent interviews. To maintain a descriptive phenomenological stance, the researchers engaged in bracketing (epoché) by reflecting on and setting aside prior assumptions regarding mental health education and virtual learning throughout the research process. Data analysis Data analysis in this study was conducted based on the seven-step method of Colaizzi in descriptive phenomenology ([ 4 ], as cited in Morrow et al. 2015). This process was chosen because it ensures systematicity, reliability, and the ability to faithfully reflect the participants’ experiential world. These steps allowed the researchers to move from significant statements to formulated meanings, clustered themes, and the essence of the lived experience. First, in-depth interviews were conducted to collect direct, rich, and diverse narratives from students participating in the online course. All audio recordings were transcribed verbatim, then read and re-read multiple times for the researcher to comprehend the context and emotions expressed in each utterance. From these transcripts, significant statements were extracted, which are passages directly describing the participants’ experiences related to VLE and MHL. These statements were open-coded and interpreted into formulated meanings. Next, similar meanings were grouped into theme clusters, and finally synthesized into theme categories reflecting the core essence of the experience. After forming the thematic system, the research team conducted independent data comparison and cross-checking among members to achieve consensus validation, and also invited experts in educational psychology to review the richness, completeness, and appropriateness of the interpretations. To enhance the credibility of the analysis, the researchers repeatedly reviewed the transcripts and discussed emerging themes until consensus was reached. To ensure reliability, the study also performed member checking: summaries of themes and interpretations were sent back to the students to verify if they accurately reflected their experiences. To enhance trustworthiness, several strategies were employed, including careful transcription, iterative analysis, and researcher discussions to ensure consistency in interpretation. Additionally, member checking was conducted by sharing summaries of findings with participants to confirm the accuracy of the interpreted meanings. Finally, through an iterative analysis and continuous reflection process, the research team constructed a comprehensive and integrated description of the essence of the VLE experience, which demonstrates the transformation in students’ cognition, emotions, and attitudes towards MH. Findings Analysis of the interview data following Colaizzi’s phenomenological method revealed four major themes describing students’ experiences of participating in the virtual MHL course. These themes illustrate a gradual experiential process through which students moved from initial uncertainty about MH topics to greater awareness, self-understanding, and more supportive attitudes toward psychological well-being. Theme 1: Vague initial perceptions and stigma about mental health In the initial phase of the course, a majority of students approached the MH content with misconceptions, lack of interest, or reservations. One student reflected: “Before joining the course, I did not really understand what MH meant. I thought it only referred to serious mental illness. Through the lessons, I realized that MH is also related to our daily emotions and stress.” (HS02). In interviews, many shared that they “thought learning about MH was for people with mental illness” or “found the lessons a bit sad and unnecessary for students”. These statements reflect a reality that MH is still often equated with mental illness, rather than being understood as part of social-emotional development [ 23 ]. “I thought learning about MH was for people with mental illness.” (HS03) . “I found the lessons a bit sad and unnecessary for students.” (HS05) . The phenomenon of alienation from the topic of MH may stem from the fact that Vietnamese school education has long focused on academic knowledge, while emotional-spiritual aspects are less emphasized. Consequently, when approaching content about emotions, stress, or self-awareness, many students felt confused, not understanding “for what we learn about emotions”. “At first , I did not understand for what we learn about emotions…” (HS02) . Some students also exhibited defense mechanisms and fear of being judged, especially when discussing negative emotions or stress. This reluctance reflects social stigma and internalized stigma (self-stigma), as young people believe that talking about stress or weakness is synonymous with “incompetence” or “having psychological problems” [ 26 ]. “I was afraid to talk about stress for fear of being judged as weak” (HS01) . Thus, the students’ initial perceptions of MH manifested in three main ways: Misunderstanding the concept of MH, associating it with pathology; Feeling of alienation, trivializing psychological matters; and. Fear of being judged, defensiveness when it comes to emotions. These manifestations evidence a low level of Mental Health Literacy (MHL), consistent with findings from international studies indicating that adolescents often lack basic knowledge about the concept of MH and where to seek help [ 13 , 23 ]. Nevertheless, a noteworthy point is that, students still exhibited curiosity and a willingness to explore the VLE, even despite initial stigma, provided they felt the content was non-judgmental and allowed for personal reflection. This presents an crucial opportunity for MH education programs within the digital realm: VLE can be an intermediary environment that helps mitigate stigma and facilitates students’ gradual engagement with psychological content without feeling labeled. The essence of the theme “Vague initial perceptions and stigma” reflects the first stage in the students’ cognitive transformation journey. Prior to becoming receptive to MH content, learners must first overcome the barrier of their own internalized stigma, a phenomenon often nurtured by a culture of silence and the fear of judgment. The VLE, serving as a low-social-pressure learning environment, becomes a space that helps students confront this initial ambiguity safely, thereby initiating a positive cognitive process regarding self-awareness and mental well-being. Theme 2: Experience of psychological safety when learning in the VLE When participating in the MH course in the VLE, many students described feeling safe, comfortable, and less fearful than in a face-to-face classroom. A participant described the learning atmosphere as supportive and non-judgmental: “In the online class, I felt more comfortable sharing my thoughts. Everyone respected each other’s opinions, and I did not feel afraid of being judged.” (HS01). This safety stemmed not only from the privacy of the online space but also from the empathy, listening, and respectful feedback of the teacher, as well as positive support from peers. “I didn’t dare turn on my webcam for fear that others would see my face …” (HS02) . “Learning online made me more comfortable without being scrutinized by friends.” (HS05) . “The teacher responded gently , I felt respected.” (HS04) . In the initial phrase, some students still exhibited self-avoidance, primarily due to concerns about being judged or the fear of making errors. However, the inherent features of the VLE, such as the option for anonymity, controlling camera visibility, and modulating the level of personal disclosure, establish a safe buffer that alleviates social pressure. This aligns with research on psychological safety in online environments, which suggests that minimizing direct observation can encourage learners to articulate their true emotions [ 5 , 12 ]. Students in the study described the VLE as a “less judgmental,” “less scrutinized,” and “easier to share” space. This serves as evidence of the psychological effect of controlled anonymity, a factor that facilitates learners’ willingness to disclose information on sensitive topics such as stress, anxiety, or psychological distress [ 2 ]. “Once I shared my sadness , my friend messaged me to appease …” (HS06) . This experience of safety was sustained not only by technology but also by the human element within the VLE, especially the teacher’s feedback style. The manner in which the teachers listened, responded with empathy, and offered gentle encouragement allowed students to feel respected and non-judged. This exemplifies a positive teacher-student relationship in the virtual space, considered a crucial foundation for promoting learners’ emotional engagement [ 3 ]. In addition, peer support also played a crucial role in reinforcing the sense of safety. Encouraging messages, shares reflections, or emojis expressing care from classmates helped students feel connected and accepted, even without face-to-face interaction. This demonstrates that in a virtual learning environment, social presence can still be maintained through digital interaction, establishing a foundation for emotional connection [ 8 ]. Thus, the theme “Experience of psychological safety” clearly illustrates the VLE’s role as a humane learning space that encourages self-expression and healthy emotional development. Although digital environments are often perceived as impersonal, in this study, the VLE was experienced as a “safe space” for learners to relax, engage in self-reflection, and establish emotional connections with others. The essence of this theme resides in the experience of “constructed safety” in the VLE. This safety is not merely the absence of threat, but the presence of listening, respect, and empathy. In the VLE, students were simultaneously protected by physical distance and encouraged by emotional connection. This precise combination fostered the necessary trust for learners to engage in deeper self-awareness and reflective processes, which is a prerequisite for effective MH education. Theme 3: Development of mental health self-care skills After overcoming the initial phase of ambiguity and hesitation, students began to actively observe, recognize, and regulate their own emotions. Another student shared: “The course helped me understand my emotions better. When I feel stressed now, I try to calm myself down and think about what is causing those feelings.” (HS08). They shared that through activities such as writing emotion journals, practicing breathing and relaxation exercises, or discussing stress coping strategies with stress, they gradually gained insight into the causes of their emotional states and learned to better care for themselves. “I started to know when I am stressed.” (HS02) . “The emotion journal helps me understand better why I often get irritated.” (HS05) . These statements indicate the emergence of emotional self-awareness, a core component of Social-Emotional Competence. Students no longer viewed emotions as something to be avoided, but rather as signals to be heard. Journaling and reflection within the VLE became a tool for introspection, helping students identify the correlation between emotions and learning behavior. “I realized that emotions affect my studies.” (HS07) . Some students also reported that the course exercises helped them develop the ability to self-observe and regulate behavior such as knowing when to rest, share, or practice relaxation to avoid mental overload. “I know when to rest , when to share.” (HS04) . “When studying , I feel calmer.” (HS06) . These manifestations reflect the formation of emotion regulation skills and self-care practices, two foundational elements of school MH. On the phenomenological level, this is a transition from awareness to action, where learners not only understand stress or emotions but also apply coping strategies proactively and consciously. I listen to music every night to sleep better. “Feel less stressed after each session.” (HS03) . These experiences indicate that the VLE is not merely a venue for theoretical learning, but also a space for practicing and reinforcing mental self-care capacities. The ability to access content anytime, self-pace their learning, and share in a private space helped students continuously practice self-care skills, thereby impact the positive impact of the course on their daily mood and behavior. In comparison with previous studies, this result is congruent with the findings of Fleming et al. [ 7 ] and Mrazek et al. [ 18 ] that digital mental well-being programs are effective in increasing self-awareness and emotion regulation abilities in adolescents, especially when incorporating reflective elements and regular practice. Furthermore, according to Jennings and Greenberg [ 10 ], development of self-care skills not only improves personal emotional states but also contributes to enhancing learning ability and social interaction, which is also reflected in the increased confidence and calmness of the students in this study. The essence of the theme “Development of MH self-care skills” lies in the transformation from understanding to conscious self-care action. Students not only learned to identify emotions but also acquired the skills to listen to, regulate, and nurture them. In the VLE, where learners have autonomy over time and space, this reflective process becomes deeper and more continuous. This is evidence of the development of self-directed emotional regulation, a hallmark of an effective and sustainable MH education model. Theme 4: Transformation of positive attitudes towards adolescent mental health issues After undergoing the process of reflection and practice in the VLE, students demonstrated a marked change in their attitudes towards MH. As one participant explained: “Previously, I thought students who had MH problems were weak. After the course, I realized that anyone can struggle with MH and they need understanding and support.” (HS04). They no longer felt ashamed or hesitant when talking about stress, anxiety, or emotional difficulties, instead, they normalized these as a normal part of mental life. “ No longer feel ashamed when talking about stress.” (HS02) . “Now I think everyone has weak moments , it’s okay.” (HS07). This transformation marks a turning point in both social and individual perception, as students shifted from stigma toward acceptance. They not only understood that negative emotions are natural but also developed empathy and understanding toward others. This aligns with study by Wei et al. [ 23 ], which argue that effective MH education is always linked to a shift from “self-stigma” to “self-acceptance,” thereby forming a more open attitude towards the self and the community. “I see MH as important as physical health.” (HS06) . “When a friend is sad , I know how to listen better.” (HS04) . These statements illustrate the broadening meaning of mental care. Students no longer see MH as a topic exclusive to “people with problems,” but rather as part of holistic human development. This marks a significant cognitive transformation, consistent with the whole-person education approach in modern education [ 10 ]. Not only changing at the individual level, but some students also actively shared their knowledge and positive feelings with family and friends, indicating that the learning process in the VLE promoted the social dissemination of new awareness. “I told my parents about the lesson , my parents said I was more mature.” (HS01) . “I hope to have more classes like this for students facing emotional difficulties.” (HS08) . These statements reflect a motivation to disseminate positive values, a sign that learners not only changed themselves but also wish to contribute to the community. This is an expression of social well-being, where individuals perceive meaning in helping others and strengthening community connectedness. Thus, this theme demonstrates a comprehensive transformation from cognition and emotion to behavior: students accepted personal emotions, empathize with others, and actively spread positive messages of MH. Within the context of Vietnamese education, where MH remains a sensitive topic, this transformation shows that the virtual learning environment is potential to be safe and humane, which helps students not only learn about psychology but also practice empathy, self-understanding, and connection. Evidently, in this theme, students not only overcame individual stigma but also broadened their perspective on mental well-being as a natural part of life. Self-acceptance was accompanied by empathy and community consciousness, demonstrating psychological maturity following the learning experience. With VLE’s combination of technology, positive feedback, and learner autonomy has become an environment that constructs a new social consciousness regarding MH for the generation of Vietnamese students. Taken together, these themes illustrate how students’ learning experiences in the virtual environment contributed to a gradual transformation in their understanding of MH. Through interactive discussions, reflective activities, and supportive peer interaction, students developed greater awareness of MH concepts, improved self-understanding, and more empathetic attitudes toward psychological difficulties. Discussion The findings of this descriptive phenomenological study have illuminated the transformative process of cognition, emotion, and behavior of secondary school students participating in a MHL enhancement course in a VLE. In the Vietnamese sociocultural context, where emotional expression is often shaped by norms of restraint, the VLE may provide a psychologically safer space for students to explore and express their emotions. The four themes reflecting the students’ experiences include: (1) vague initial perceptions and stigma about MH; (2) the experience of psychological safety in the VLE; (3) the development of MH self-care skills; and (4) the transformation of positive attitudes towards adolescent MH issues. These findings are consistent with previous researches suggesting that structured MH education can enhance adolescents’ awareness and understanding of psychological well-being. The following discussion section compares these results with relevant national and international research, while also indicating the contributions, limitations, and implications for MH education practices in Vietnam. The results indicated that the majority of students began the course with misconceptions about MH, associating it with “mental illness,” “weakness,” or being “unnecessary for students”. This aligns with international evidence suggesting that adolescents’ MHL levels are generally low, particularly regarding the conceptual understanding of MH, common symptoms of psychological problems, and identification of help sources [ 14 , 23 ]. Asplund et al. [ 1 ], in a review of 16 MHL interventions for students aged 13–16, also found that most students entered the programs with limited understanding, particularly the tendency to equate MH with severe mental illness. This reflects the influence of social stigma and a culture of silence in the school environment, which is also clearly present in the Vietnamese context. This study adds further evidence from a phenomenological approach, showing that cognitive ambiguity is not merely a lack of knowledge but also a feeling of alienation and confusion when confronting content about emotions, stress, or self-awareness. This is similar to studies in Asia, where students often avoid talking about negative emotions for fear of being judged [ 26 ] and view emotional content as “irrelevant” to academic tasks. Thus, the study’s results affirm that MHL programs in Vietnam need to focus more on the “de-stigmatization” phase, helping students restructure their understanding of MH. The second theme indicates that the VLE helped students feel more comfortable, less afraid of being judged, and more willing to share emotions. This is a crucial finding, as psychological safety is a prerequisite for students to engage in MH learning. Rakow et al. [ 21 ] show that virtual learning environments, when properly designed, can significantly support learners’ mental well-being by reducing social pressure and increasing individual control over the experience. This perfectly aligns with the students’ sharing in the current study: they liked turning off webcams, actively choosing when to share, and feeling more at ease when communicating in class. Furthermore, research by Figas et al. [ 6 ] also emphasize that safety in online interactions is demonstrated through the teacher’s listening and positive feedback, contributing to strengthening teacher-student connections and encouraging students to express their true emotions. This is clearly reflected in the study’s results, as students described that the “teacher responded gently,” they “felt respected,” and were “comfortable without being scrutinized”. The VLE may have contributed to this sense of psychological safety by allowing students to express their thoughts in a less threatening setting compared with traditional classroom discussions. Previous studies have also suggested that vitural learning spaces can reduce stigma and encourage more open communication about sensitive MH topics. The third finding shows that students gradually formed and applied mental self-care skills such as recognizing stress, reflecting through journals, knowing when to rest or share, and practicing emotion regulation. Similar findings have been reported in studies indicating that MHL programs can promote emotional awareness and basic self-care strategies among adolescents. These manifestations reflect the development of social-emotional competence at an individual level and align with international studies on the effectiveness of digital programs in enhancing self-regulation abilities. Fleming et al. [ 7 ] indicate that mental well-being support programs via digital environments help students significantly improve their ability to recognize emotions and apply stress management strategies in daily life. This is similar to the students in this study knowing how to apply relaxation techniques, breathing, or listening to music to sleep better. Likewise, the study by Zhang et al. [ 27 ] indicate that MHL has a positive relationship with resilience and reduced distress in adolescents. Our results reinforce this finding: as students understood more about emotions, they simultaneously increased their regulation capacity and reduced stress. Furthermore, Marinucci et al. [ 15 ] analyzed students’ experiences in MHL programs and found that the learning environment is only truly effective when learners feel a sense of safety and non-judgment. That students in this study felt supported by friends through private messages demonstrate that the virtual environment still has the ability to build community connection, which is often seen as a limitation of VLE flatforms. The final theme reflects a comprehensive transformation: students became more receptive to their emotions, experienced reduced shame when discussing stress, developed greater empathy, and actively disseminated knowledge to family and peers. This represents a critical shift in the social perception of MH. Improving students’ attitudes toward MH is particularly important because stigma and misunderstanding often prevent adolescents from seeking psychological support when needed. Asplund et al. [ 1 ] argue that improving knowledge is the first step, but changing attitudes and behaviors is the deeper goal of MHL. In their study, stigma reduction was not always immediately achieved. Consequently, the finding that students in our study demonstrated self-acceptance and empathy for others shows the positive impact of the VLE. Furthermore, according to Marinucci et al. [ 15 ], when learners perceive a safe space and are allowed to participate in discussions respectfully, their attitudes about MH change more positively and promote help-seeking behaviors. This is consistent with students’ sharing that they “no longer feel ashamed when talking about stress,” “know how to listen to friends,” and desire to help others. However, as Hong et al. [ 9 ] note, digital MH programs for adolescents also face structural challenges such as variable digital access and unequal technological readiness, which are similarly observed in the Vietnamese context. The study’s findings indicate that the VLE possesses the capacity to construct a “safe space,” which is a core element for students to discuss sensitive topics such as stress, anxiety, or negative emotions. Therefore, schools can view VLE as a crucial supplementary form for traditional psychological education programs. Integrating learning modules on emotion recognition, emotion regulation, reflective journaling, or peer support on digital platforms can help students practice skills more regularly, even without an on-site school counselor. Furthermore, teachers play a central role in establishing psychological safety in the virtual setting. Gentle, respectful feedback, combined with a non-judgmental pedagogical approach, encourages students to disclose information and engage deeply in the reflective process. It is therefore imperative that instructors receive training in sensitive psychological support capacity in the digital environment, specifically addressing the appropriate use of private messages, online small group activities, and the establishment of a suitable learning pace to sustain positive interaction. Besides, the study has several limitations that need to be acknowledged to avoid over-interpretation: Firstly, the study utilized a small sample size ( N = 8), which is characteristic of the descriptive phenomenological methodology. However, this inherently constrained the generalizability of the findings. Consequently, the experiences detailed by the participants may not be representative of the diverse population of secondary school students across Vietnam. Secondly, reliance on semi-structured interviews introduced a degree of subjectivity and potential researcher bias. The data were constructed solely from personal narratives, which were inherently influenced by participants’ emotional states, recall accuracy, and their level of comfort in disclosing sensitive information during the interview process. Thirdly, the research was conducted within the specific context of a designed MHL course. It cannot be assumed that all secondary school students possess the requisite technological proficiency or preference for the VLE setting. The observed outcomes may, therefore, be highly contextual, limiting their transferability to other educational platforms or curricula. Fourthly, the study captured the psychological and behavioral transformations reflected immediately post-intervention. A significant limitation was the absence of long-term follow-up data necessary to establish the sustainability and enduring impact of the reported changes in attitudes and self-care skills over an extended period. Nevertheless, the study provides valuable insights for educators and school counselors seeking to design supportive MH learning environments for adolescents. While the findings provide meaningful insights into students’ experiences in the virtual MH learning program, they should be interpreted within the exploratory nature of phenomenological research. Conclusion The results of this descriptive phenomenological study help illuminate the essence of the VLE learning experience for secondary school students engaging in MHL enhancement. Analysis across the four phenomenological themes suggests that students’ learning experiences reflected a gradual process of change across cognitive, emotional, and behavioral dimensions within a psychologically safe and supportive digital learning environment. In the initial stage, students approached MH content with vague perceptions and certain stigmatizing assumptions, often viewing learning about psychology as “unnecessary” or relevant only for individuals with mental illness. However, through participation in a VLE that fostered psychological safety, students gradually reported feeling respected and understood, which contributed to the development of greater self-awareness and emotion regulation skills. Through reflective activities such as journaling and interaction with teachers and peers, students described learning basic MH self-care practices, including recognizing emotional signals, practicing relaxation techniques, and applying these strategies in their daily lives. Students also expressed more open attitudes toward discussing emotions and demonstrated greater empathy toward others’ psychological experiences. Notwithstanding these positive experiences, it must be acknowledged that the implementation of MH education programs on VLE platforms still faces several limitations concerning equitable access. In many rural or mountainous areas, constraints such as limited access to personal learning devices, unstable Internet connectivity, and unfamiliarity with VLE formats may restrict students’ participation in online MH courses. Such structural barriers may reduce opportunities for interaction, which represents a core element of the VLE learning experience. Furthermore, cultural norms that discourage open discussion of emotional difficulties remain prevalent in some contexts, potentially limiting students’ willingness to disclose personal experiences without careful facilitation and supportive guidance. Overall, the findings suggest that VLE may offer a promising supplementary approach for delivering school-based MHL education. By creating psychologically safe learning spaces that encourage reflection, dialogue, and emotional awareness, digitally supported learning programs may contribute to fostering more supportive attitudes toward adolescent MH within school communities. Author contributions T.H.N. contributed to conceptualizing the study, developing the research design, and supervising the progression of the project. T.V.G. conducted the data analysis, supported the methodological development, and contributed to the writing of the manuscript draft, including the interpretation of findings. B.H.N.L. assisted in instrument development, data preparation, and critically revised the manuscript for intellectual content. P.B.N.N. coordinated data collection at the participating school sites and contributed to participant recruitment and administrative procedures. T.N.P.T. supported data collection, managed communication with school stakeholders, and assisted in preparing supplementary materials. All authors reviewed and approved the final manuscript. Funding This study is funded by Ho Chi Minh City University of Education Foundation for Science and Technology under grant number CS.2024.19.02TD. Data availability The datasets generated during and analysed during the current study are available from the corresponding author on reasonable request. Declarations Ethics approval and consent to participate This study was conducted in accordance with the ethical standards of the institutional and national research committees and with the principles of the 1964 Helsinki Declaration and its later amendments. The research protocol was reviewed and approved by the Ethics Committee of Ho Chi Minh City University of Education, Vietnam (Project number: CS.2024.19.02TD). Since all participants were under the age of 18, written informed consent was obtained from their parents or legal guardians prior to participation. In addition, verbal assent was obtained from the students after they had been fully informed about the purpose, procedures, potential risks, and voluntary nature of the study. Participants and their guardians were informed that participation was entirely voluntary and that they could withdraw from the study at any time without any negative consequences. Consent for publication All participants and their parents or legal guardians provided informed consent for the anonymous use of the interview data for research and publication purposes. No identifying information was collected or disclosed in the manuscript in order to ensure confidentiality and anonymity. Competing interests The authors declare no competing interests. We hereby declare that this manuscript is an original work that has not been submitted to nor published anywhere else. Footnotes Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. References 1. Asplund A, Kummel M, Laaksonen C, Erjavec K, Sakellari E, Santala E, Korhonen J. Promoting mental health literacy of 13–16-year-old students: a systematic review. Int J Environ Res Public Health. 2025;22(10):1578. 10.3390/ijerph22101578. [ DOI ] [ PMC free article ] [ PubMed ] [ Google Scholar ] 2. Barak A, Grohol JM. 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