This is an interview about traditional health practices in the Lai community. The interviewee, born in 1985 is originally from Ngaiphaipi and speaks Hakha, Mara, and Kawl. Interviews were collected as part of the Linguistically Underserved Communities and Health (LUCAH) project, which aims to make health information more accessible and culturally relevant for the Chin refugee community in order to ensure that they are getting clear and accurate information.

This is an interview about traditional health practices in the Lai community. The interviewee, born in 1982, is originally from Lungbang and speaks Hakha and Senthang (Lungbang). Interviews were collected as part of the Linguistically Underserved Communities and Health (LUCAH) project, which aims to make health information more accessible and culturally relevant for the Chin refugee community in order to ensure that they are getting clear and accurate information.

This is an interview about traditional health practices in the Lai community. The interviewee, born in 1978, is originally from Khanti Myoh and speaks Hakha, Zophei, Senthang, Kawl, Falam, and Mizo. Interviews were collected as part of the Linguistically Underserved Communities and Health (LUCAH) project, which aims to make health information more accessible and culturally relevant for the Chin refugee community in order to ensure that they are getting clear and accurate information.

This is a traditional Liangmai folk song composed by legendary Mangaisang of Nsong village. The current song was sung by Rampi of Nzau village.

This is a traditional Liangmai folk song composed by Pasongbou. The current song was sung by Chahotlokbou of Nzau village.

This article presents a study that aims to identify strategies for using video-based social media to combat stigmatized diseases, such as mental health, among college students. The authors identify effective strategies for designing video-based social media content for supporting college students’ mental health. Results show that the videos where individuals share their personal stories, as well as experiential knowledge (ie, tips and advice), engaged more viewers in both the short term and long term. Individuals’ videos on YouTube showed the potential to support college students' mental health in unique ways, such as providing social support, validating experience, and sharing the positive experience of help-seeking.