Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis.
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| Title: | Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis. |
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| Authors: | Cohen, Katherine A. (AUTHOR), Ito, Sakura (AUTHOR), Ahuvia, Isaac L. (AUTHOR), Yang, Yuanyuan (AUTHOR), Zhang, Yanchen (AUTHOR), Renshaw, Tyler L. (AUTHOR), Larson, Madeline (AUTHOR), Cook, Clayton (AUTHOR), Hill, Shannon (AUTHOR), Liao, Jessica (AUTHOR), Rapoport, Andy (AUTHOR), Smock, Amanda (AUTHOR), Yang, Michelle (AUTHOR), Schleider, Jessica L. (AUTHOR) |
| Source: | Clinical Child & Family Psychology Review. Sep2024, Vol. 27 Issue 3, p732-806. 75p. |
| Subjects: | Mental health of students, Youth health, Well-being, Mental health, Database searching |
| Abstract: | Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving well-being. This systematic review and meta-analysis aims to provide consensus and determine directions for future work. Articles were included if they examined a brief (≤ four sessions or 240 min of intervention time) psychosocial intervention, were conducted within a Pre-K through 12th-grade school setting, included at least one treatment outcome evaluating mental health or well-being, and were published since 2000. A total of 6,702 papers were identified through database searching, of which 81 papers (k studies = 75) were ultimately selected for inclusion. A total of 40,498 students were included across studies and a total of 75 unique interventions were examined. A total of 324 effect sizes were extracted. On average, interventions led to statistically significant improvements in mental health/well-being outcomes versus control conditions up to one-month (g =.18, p =.004), six-month (g =.15, p =.006), and one-year (g =.10, p =.03) post-intervention. There may be benefits to brief school-based interventions from a preventative public health standpoint; future research may focus on how to optimize their real-world utility. Prospero pre-registration: CRD42021255079. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Brief, school-based mental health interventions hold promise for reducing barriers to mental health support access, a critical endeavor in light of increasing rates of mental health concerns among youth. However, there is no consensus on whether or not brief school-based interventions are effective at reducing mental health concerns or improving well-being. This systematic review and meta-analysis aims to provide consensus and determine directions for future work. Articles were included if they examined a brief (≤ four sessions or 240 min of intervention time) psychosocial intervention, were conducted within a Pre-K through 12th-grade school setting, included at least one treatment outcome evaluating mental health or well-being, and were published since 2000. A total of 6,702 papers were identified through database searching, of which 81 papers (k studies = 75) were ultimately selected for inclusion. A total of 40,498 students were included across studies and a total of 75 unique interventions were examined. A total of 324 effect sizes were extracted. On average, interventions led to statistically significant improvements in mental health/well-being outcomes versus control conditions up to one-month (g =.18, p =.004), six-month (g =.15, p =.006), and one-year (g =.10, p =.03) post-intervention. There may be benefits to brief school-based interventions from a preventative public health standpoint; future research may focus on how to optimize their real-world utility. Prospero pre-registration: CRD42021255079. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10964037 |
| DOI: | 10.1007/s10567-024-00487-2 |
