ABSTRACT
Background and Objectives@#The daily interactions of teachers with students allow the former to observe behavioral changes in the latter. This can serve as an opportunity to emphasize teachers' role in mental health interventions in the school setting. This study aimed to provide baseline information regarding high school teachers' mental health literacy specifically on the recognition and referral of students with depression and suicidal behavior. @*Methodology@#The study design was descriptive cross-sectional that included 460 high school teachers from a district in the City of Manila. The modified QualisMental Vignette Scale for depression literacy and Adolescent Suicide Behavior Questionnaire for suicide literacy was adapted as assessment tools. @*Results and Conclusion@#Results of the study found that 64% correctly identified depression as a mental health problem in the modified case vignette. The highest proportion of respondents chose 'informing the parents' as their preferred mode of referral system. The teachers had varying levels of knowledge on suicidal behaviors. More mental health literacy interventions focusing on depression and suicide must be conducted among teachers to improve their competency on these topics.