| Sumario: | Objectives: Enhancing mental health literacy (MHL) through school‐based education intervention may encourage mental health promotion, prevention, and care and reduce stigma in adolescents. Over the last few decades, this has been a major area of interest for researchers and health planners. This study aims to explore the relationship between knowledge and attitude to mental disorders with students' MHL. Methods: This descriptive cross‐sectional study was conducted in 2023 in Sirjan. The statistical population included all the students of the first secondary schools selected through a multistage cluster random sampling method. The study ultimately involved 562 male and female students. Data were gathered through a MHL questionnaire, Mental Health Knowledge Questionnaire (MHKQ), and Attitudes to Mental Illness Questionnaire (AMIQ) along with a demographic information checklist. SPSS and AMOS Version 26 software were used in the statistical analysis. Results: The findings showed that mental health knowledge has a direct (0.15) and indirect (0.36) effect on MHL (p > 0.001). MHL has a direct and significant effect on knowledge of risk factors and causes (0.28), knowledge of self‐treatment (0.15), knowledge of professional help available (0.33), and knowledge of where to seek information (0.61). Moreover, MHL had a direct and inverse effect on appropriate help‐seeking behavior (−0.98). Conclusion: This study found that individuals with greater MHL exhibit more appropriate behavior and knowledge regarding mental illness or disorders. Thus, it is recommended that mental health be emphasized in educational programs to help students tackle the daily challenges of adolescence.
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