The Commission on Higher Education (CHED) and the University of the Philippines Manila launched a mental health literacy training program among higher education institutions as a response to the youth’s increasing mental health needs. 

Departing from traditional or reactive crisis interventions, Sulong Institusyon sa Napapanahong Aksyon at Ginhawa, or ‘Project SINAG,’ aims to train 724 core leaders across 181 State, Colleges, and Universities (SUCs) and Local Universities and Colleges (LUCs) to institutionalize awareness of mental health issues and provide systematic support in academic settings. Each participating university or college will form a four-member team that will train for the program: A faculty representative, a student leader, a mental health focal person (school clinic personnel or guidance counselor), and a top campus official or administrator (president or vice president) to ensure that a change in school leadership will not affect the delivery of mental health services.

The key participants of Project SINAG will undergo a 12-month online training, and each will assume distinct but complementary responsibilities: the campus official will lead policy formulation and resource allocation; the mental health focal person will provide clinical oversight and crisis intervention; the faculty representative will foster classroom psychological safety; and the student leader will lead stigma reduction initiatives and peer support on mental health concerns.

Project SINAG was jointly developed by CHED Chairperson, Dr. Shirley Agrupis, UP Manila Chancellor Michael Tee, Dr. Edward Samala, Dr. Paola Quidlat, Dr. Justin Braña, and Dr.  Evangeline Bascara dela Fuente, professor and chairperson of the Department of Psychiatry and Behavioral Medicine of the Philippine General Hospital.

Chancellor Tee emphasized that while science, research, and evidence-based knowledge are important, spiritual and cultural values are also essential to support people, especially students.

 “Science alone is not enough. As Filipinos, our well-being is deeply tied to our spiritual life. True literacy requires us to nurture the spirit, to build communities anchored in deep empathy, a sense of purpose, and the profound truth that every single person has inherent worth. We must cultivate a campus environment where the spirit is fed, not broken by relentless pressure.” Meanwhile, UP President Angelo Jimenez said, “I want to heavily praise the Commission on Higher Education, most especially CHED Chairperson Shirley Agrupis, for her visionary leadership. Chairperson Agrupis has been a fierce champion for this cause, pushing our institutions to confront what was once a taboo subject. Thank you, Chairperson, for demanding that our schools prioritize the inner lives of our students.”

Project SINAG introduces a tiered approach similar to a traffic light system in response to students’ different levels of need. The first level of the Integrated Layered Referral System is the green level, which addresses mild or temporary concerns. These may include academic-related stress and other manageable challenges that require basic support and guidance. This level will be handled by trained peers and faculty who will provide early assistance and promote student well-being.

“Many students experience stress, adjustment difficulties, loneliness, academic pressure, or family concerns that may not require specialized care. At this level, trained faculty, peer supporters, student leaders, guidance personnel, and student affairs staff may provide basic emotional support, active listening, validation, and practical guidance,” Dr. Dela Fuente said.

The yellow level addresses moderate concerns involving students who may be experiencing recurring challenges characterized by repeated absences, declining academic performance, prolonged feelings of sadness, or interpersonal conflicts. These cases require closer monitoring, additional support, and appropriate intervention to help address their needs. Support may include counseling, wellness coaching, psychological first aid, peer support, academic coordination, and structured follow-up.

The last level, or the red level, is for urgent mental health concerns, such as when suicidal thoughts, self-harm, severe agitation, and substance crisis are present. This level requires immediate referral to specialized services, crisis teams, psychiatrists, and related emergency services.

Project SINAG addresses alarming data from the 2024 National Survey on Mental Health and Well-being, which revealed that adults aged 18 to 34 face a two to three times higher risk of developing major depressive disorders compared to older demographics.

“Students do not remain fixed at one level. They may step up if risk increases or functioning worsens. They may also step down after stabilization, returning to academic and community support with appropriate follow-up. An integrated layered referral system, therefore, creates a continuum: from promotion and prevention, to early support, to focused intervention, to specialized care,” Dr. Dela Fuente explained. 

The role of faculty members and peers is to recognize, respond, and refer—not to diagnose or provide treatment. Guidance counselors and student support personnel are expected to assess concerns, provide support, monitor students’ progress, and coordinate appropriate referrals. Meanwhile, mental health specialists handle severe, complex, or high-risk cases requiring specialized care. Administrators, on the other hand, are responsible for ensuring the availability of policies, resources, safe spaces, training systems, and partnerships that strengthen the institution’s mental health support framework, Dr Lourdes Ladrido Ignacio, professor emeritus and NGO sector representative (ex officio) of PCMH, noted.

Project SINAG is based on the Biopsychosocial Spiritual  (BPSS) Framework as advocated by the Philippine Council for Mental Health (PCMH). Mental health is influenced not only by biology but also by personal experiences, social environment, cultural and spiritual beliefs, Dr. Leonor Cabral-Lim, professor emeritus and Academe and Research sector representative of PCMH, explained.

The training program is expected to begin in the first quarter of 2027, following CHED’s identification of the participating colleges and universities.

Improving mental health literacy is one of the strategic priorities of the PCMH, which oversees the implementation of the Mental Health Act or RA 11036. 

The World Health Organization (WHO) defines mental health literacy as “the knowledge and competencies that enable individuals and communities to access, understand, appraise, and use mental health information and services to promote well-being.”  

Press Release