This project introduces CaknaMinda, an educator-centred mobile application designed to assist educators in the

early-stage screening of students at risk of mental health issues, including depression, anxiety, stress, and

schizophrenia. The app addresses the gap in mental health literacy and early detection capability within

guided actions for seeking treatment. Evaluation with 84 respondents (educators and students) using a ten-item

Likert-scale questionnaire produced very high mean scores for both mental health literacy (M = 4.30, SD =

0.74) and application usability (M = 4.27, SD = 0.69), reflecting strong acceptance and perceived usefulness

for the app. By integrating educator-led assessment with a digitalized approach, CaknaMinda offers a relevant

solution to early mental health intervention across educational settings in Malaysia.

Mental health concerns among Malaysian students are escalating at an alarming rate, cutting across primary,

secondary, and tertiary education settings. The National Health and Morbidity Survey (NHMS) 2019 reported

that 7.9% of children aged 5 to 15 years experienced mental health problems, representing approximately

the Mental Health Screening Test (SkeM-P), a total of 20% were found to be at risk of experiencing mental

health problems (Figure 1).

In the educational setting, educators play a vital role as they are the individuals students interact with on a

remain limited, creating an urgent need to examine the gaps in existing approaches.

Mental health issues among students in Malaysia are increasingly recognized as a significant concern with

recent surveys indicating sharp rises in cases of depression, anxiety, stress, and even more severe conditions

such as schizophrenia. All the more concerning is the case on July 2025 involving a UiTM Negeri Sembilan

student who jumped from the 4

(Figure 2). In many cases, awareness about the seriousness of mental health is raised only in response to

incidents rather than as a preventative measure.

To address the issue of awareness about mental health, several mobile applications have been developed

subsidized psychiatric services. However, these apps do not include a schizophrenia screening apparatus or

assessment. Although schizophrenia is less likely to occur compared to depression and anxiety, its absence

leaves a critical gap in early detection because it can have a profound and dire consequence if not identified

and dealt at an early stage.

While both initiatives provide valuable tools for the general public, they are primarily designed for individual

use and public awareness rather than in an educational setting. In a students’ environment, this often does not

translate into sustained treatment-seeking behaviour or adequate intervention. This gap underscores the need

for the involvement of a third party, namely educators, who are strategically positioned to observe, screen, and

guide students towards appropriate referral pathways. By equipping educators with reliable screening tools, not

only can at-risk students be directed towards professional support, but classroom environments can also be

solution to bridge this gap, equipping educators with evidence-based digital tools to support preliminary

proactive mental health care within educational institutions.

mental health risks.

through its website: https://aimanmudzafar.com/caknaminda/.

The app integrates evidence-based psychiatric assessment instruments into a digital format. Specifically, it

through a user-friendly interface accessible via mobile devices. An embedded algorithm processes responses

automatically, enabling efficient identification of risk indicators without requiring specialist input at the initial

stage (Lovibond & Lovibond, 1995; Unit Pengurusan Psikologi, BDSP MOF, n.d.).

The application is primarily intended for use by educators in schools and higher education institutions.

However, students interact with the tool directly by undertaking the digitalized screening questionnaires

forwarded by their educators. This dual approach allows educators to remain actively involved in the early

detection process while empowering students to self-report their mental health status in a private and

accessible manner.

Firstly, CaknaMinda provides a simplified clinical definition for depression, anxiety, bipolar and

Once students undertake the digitalized DASS questionnaire, their responses are automatically scored by the

thresholds, allowing both educators and students to identify the level of risk. Likewise, the schizophrenia

questionnaire follows the same process. The questionnaire items are mapped according to DSM-5 diagnostic

categories (American Psychiatric Publishing, 2013) and the PANSS assessment scale (Kay & Opler, 1987),

where disturbances in thought and perception fall under Category A, while disturbances in behaviour fall under

Category B.

The results of the schizophrenia screening are categorized into a four-tier risk flagging system designed to

guide educators in determining appropriate next steps, also known traffic-light risk system (Figure 6-7).

Students showing disturbances in both thought/perception (Category A) and behaviour (Category B) are

flagged red, indicating the need for immediate referral to psychiatric services. Students with disturbances only

in Category A are flagged orange, warranting referral to a counsellor. Those with disturbances only in Category

B are flagged yellow, where observation and monitoring by those around the student are recommended.

By adhering to these validated clinical frameworks, the app provides clear, evidence-based indications of

students who may be at risk of mental health disorders and require further attention or referral for professional

support. Unlike existing apps that primarily provide raw assessment scores, CaknaMinda goes a step further by

translating results into actionable, step-based guidance for educators. Its traffic-light risk stratification system

4.21–5.00 (Very High). This interpretation scheme from the study of Nyutu, Cobern and Pleasants (2021) was

stage screening processes. By grounding the findings in both clinical expertise and educator experience, the

between normal academic stress and signs of potential mental health disorders. Dr. Wan Nor Aisyah

highlighted that CaknaMinda enables lecturers to recognize subtle behavioural changes that might otherwise be

overlooked, thereby improving early detection efforts. Similarly, Dr. Muhammad Adnan Pitchan noted that the

app promotes reflective awareness and empathy among educators, encouraging more compassionate

engagement with students exhibiting mental health difficulties.

The improvement in mental health literacy also plays a crucial role in reducing stigma within educational

environments. As educators develop a clearer understanding of psychological conditions, they are less likely to

associate such challenges with weakness or misconduct. This shift in perception fosters a more open and

supportive classroom culture where students can express their struggles without fear of judgment. Suhaila

Sharil further observed that educators who use the app tend to adopt a more empathetic and measured response

for conducting early mental health screening. Results from Table 3 indicate that respondents reported a Very

CaknaMinda application is easy to use for conducting early mental health screening” (M = 4.32) and “This

that the system’s interface, instructions, and screening workflow are clear, user-friendly, and functionally

stable, enabling educators to perform early identification efficiently and confidently.

Expert testimonies provide qualitative explanations that reinforce these results. Suhaila Sharil, a lecturer at

UiTM Negeri Sembilan, emphasized that prior to CaknaMinda, lecturers often relied solely on observation

health status at a glance and determine the appropriate response—whether observation, counselling, or

immediate referral. This practical feature explains why respondents rated the app highly for its clarity and

effectiveness, as it transforms professional-level screening concepts into accessible tools for educators.

These findings also align with broader institutional needs. At UiTM Negeri Sembilan, the ratio of counsellors

to students is approximately 1:3000, making it difficult to provide individualized attention. With the

availability of CaknaMinda, 107 lecturers can now collectively assist in early screening, effectively improving

burden on counsellors while empowering educators to take a proactive part in students’ mental wellbeing.

Overall, both the statistical results and expert insights affirm that CaknaMinda successfully provides a reliable,

accessible, and scientifically grounded screening facility for educational settings. The app’s integration of

commercialisation strategy is required. This strategy revolves around three key pillars: availability,

sustainability, and scalability.

Availability is achieved by ensuring that the app is not only accessible but also actively used by its intended

users; educators and students within institutions. This can be accomplished first through institutional piloting

and endorsement, beginning with UiTM campuses where the counsellor-to-student ratio is critically

imbalanced. Formal adoption by UiTM management would legitimise its use and encourage uptake among