["Journal of School Health, Volume 96, Issue 5, May 2026. ", "\nABSTRACT\n\nBackground\nDepression and anxiety are prevalent among Chinese adolescents, yet access to care is limited. This study evaluated a culturally adapted digital mental health literacy intervention for Chinese high school students.\n\nMethods\nIn this randomized controlled trial, 390 students were assigned to a 12‐week digital intervention or control. The program integrated cognitive‐behavioral therapy principles. Primary outcomes were depression (PHQ‐A) and anxiety (GAD‐7) scores at baseline and 12 weeks.\n\nResults\nLinear mixed‐effects models showed significant benefits. The intervention group demonstrated greater reductions in anxiety (−2.54 points, p < 0.001) and depression (−1.91 points, p < 0.001) compared to controls, with consistent effects across demographics.\n\nImplications\nCulturally adapted digital programs offer scalable school‐based prevention. They effectively reduce internalizing symptoms amid service shortages. Schools should prioritize integrating such targeted, accessible curricula to maximize student mental health outcomes.\n\nConclusions\nThe digital intervention significantly reduced internalizing symptoms. This focused approach proves effective for universal prevention. Future research should assess long‐term sustainability and broader applicability.\n"]