We will randomize ~1,000 school administrators into one of three intervention groups. ~240 of these 1,000 administrators will also be part of a baseline questionnaire and the video-based experiment, described below. This experiment aims to answer two questions. First, does the provision of information affect the degree to which school administrators disseminate information on the government training program to school staff and encourage their participation; and the degree to which teachers enroll in, participate, perform, and complete the training? Second, does the identity of the “messenger” differentially impact these outcomes? To answer these questions, we will randomize email-recipients into different groups with varying identities of the email-sender: top-down (the sender will be the Ministry of Health); bottom-up (the sender will be the School Student Union); and a control group that will receive no email.
In addition, as part of the baseline survey exercise, covering ~2,500 respondents in schools and the public administration, we will randomize respondents to receive a short 3-minute informational video during the survey. Follow-up information will be provided via telephone or email, with the contact information to be provided by respondent choice during the baseline questionnaire, and will contain reinforcing information and presentation of the facts provided in the welcome videos. This experiment seeks to answer two questions.
First, does the provision of information itself, independent of "messenger" identity, affect the knowledge of mental disorder prevalence, stigma towards mental health, budget priorities, and interest in capacity-building reported by respondents? Second, does the identity of the “messenger” differentially impact these outcomes?