Clare A O'Connor1, Judith Dyson1, Fiona Cowdell2, Roger Watson1. 1. Faculty of Health Sciences, School of Health and Social Work, University of Hull, Hull, UK. 2. Faculty of Health Education and Life Sciences, Birmingham City University, Birmingham, UK.
Abstract
AIMS AND OBJECTIVES: To examine evidence-using a range of outcomes-for the effectiveness of school-based mental health and emotional well-being programmes. BACKGROUND: It is estimated that 20% of young people experience mental health difficulties every year. Schools have been identified as an appropriate setting for providing mental health and emotional well-being promotion prompting the need to determine whether current school-based programmes are effective in improving the mental health and emotional well-being of young people. METHODS: A systematic search was conducted using the health and education databases, which identified 29 studies that measured the effectiveness of school-based universal interventions. Prisma guidelines were used during the literature review process. RESULTS: Thematic analysis generated three key themes: (i) help seeking and coping; (ii) social and emotional well-being; and (iii) psycho-educational effectiveness. CONCLUSION: It is concluded that whilst these studies show promising results, there is a need for further robust evaluative studies to guide future practice. RELEVANCE TO CLINICAL PRACTICE: All available opportunities should be taken to provide mental health promotion interventions to young people in the school environment, with a requirement for educational professionals to be provided the necessary skills and knowledge to ensure that the school setting continues to be a beneficial environment for conducting mental health promotion.
AIMS AND OBJECTIVES: To examine evidence-using a range of outcomes-for the effectiveness of school-based mental health and emotional well-being programmes. BACKGROUND: It is estimated that 20% of young people experience mental health difficulties every year. Schools have been identified as an appropriate setting for providing mental health and emotional well-being promotion prompting the need to determine whether current school-based programmes are effective in improving the mental health and emotional well-being of young people. METHODS: A systematic search was conducted using the health and education databases, which identified 29 studies that measured the effectiveness of school-based universal interventions. Prisma guidelines were used during the literature review process. RESULTS: Thematic analysis generated three key themes: (i) help seeking and coping; (ii) social and emotional well-being; and (iii) psycho-educational effectiveness. CONCLUSION: It is concluded that whilst these studies show promising results, there is a need for further robust evaluative studies to guide future practice. RELEVANCE TO CLINICAL PRACTICE: All available opportunities should be taken to provide mental health promotion interventions to young people in the school environment, with a requirement for educational professionals to be provided the necessary skills and knowledge to ensure that the school setting continues to be a beneficial environment for conducting mental health promotion.
Keywords:
coping; emotional well-being; health promotion interventions; help-seeking; mental health; psycho-education; schools; social skills; young people
Authors: Susanne Schwager; Uwe Berger; Anni Glaeser; Bernhard Strauss; And Katharina Wick Journal: Int J Environ Res Public Health Date: 2019-02-08 Impact factor: 3.390
Authors: Javier Ortuño-Sierra; Rebeca Aritio-Solana; Eduardo Fonseca-Pedrero Journal: Int J Environ Res Public Health Date: 2020-03-13 Impact factor: 3.390