Disclosing mental health in medical education: A global qualitative meta-synthesis.

In 30 seconds

This international qualitative meta-synthesis examined how medical students experience and navigate disclosure of mental health disorders. It synthesised qualitative and mixed-methods research published between 2013 and 2025, including 18 studies from seven countries and 379 participants. Six overarching themes and 16 subthemes were identified. Stigma, professional anxiety, confidentiality concerns, institutional rigidity and uncertainty about support services were key barriers; peer influence was the only consistent facilitator. The authors interpret disclosure as a relational process shaped by cultural and institutional power dynamics, including ableism and professional identity norms.

Key findings

• The synthesis included 18 studies from seven countries, with 379 participants.
• Six overarching themes and 16 subthemes described students’ experiences of mental health disclosure.
• Stigma, professional anxiety, confidentiality concerns, institutional rigidity and uncertainty about support services were key barriers.
• Peer influence was the only consistent facilitator of disclosure.

Why it matters

Disclosure can affect whether medical students seek or access support, yet the synthesis suggests that decisions are shaped by more than individual willingness. Institutional practices, confidentiality concerns and professional norms may sustain silence. Understanding these influences can help educators and institutions consider how learning environments and policies affect students’ ability to discuss mental health safely.

What to keep in mind

The synthesis draws on qualitative and mixed-methods studies, so it identifies experiences and themes rather than estimating the prevalence or causal effects of disclosure barriers.