Abstract
The mental health needs of Southeast Asian American high school students are often overlooked, despite the significant challenges they face, including intergenerational trauma, stigma, and limited access to mental health resources. The authors conducted a phenomenological study to explore the lived experiences of Southeast Asian American high school students who participated in a culturally tailored mental health literacy intervention. Seven students participated with six identified as Hmong American and one identified as Chinese Vietnamese American. Thematic data analysis was used to explore and code the data. Through semistructured interviews with seven participants, this study identified five key themes: (a) improved mental health knowledge, (b) openness to talk about mental health, (c) empathy and perspective-taking, (d) help-seeking and coping, and (e) community and connection. Findings revealed that the mental health literacy intervention fostered improved mental health knowledge, reduced stigma, and strengthened participants' confidence in seeking help for themselves and others. Additionally, participants reported a heightened sense of empathy and connection to their peers, highlighting the importance of culturally responsive approaches to mental health. We discuss limitations and implications for this understudied community.