Please note this application is under active development. If you spot any errors or something isn't working, please contact us at evidence.service@wales.nhs.uk.

Adolescent mental health: A systematic review on the effectiveness of school-based interventions

Clarke et al., (2021)

Early Intervention Foundation - n/a

Evidence Categories

  • Care setting: Educational Setting
  • Population group: 11-to-18 years old
  • Intervention: Arts and recreation
  • Intervention: Multicomponent Interventions
  • Intervention: Psychosocial interventions
  • Intervention: Pastoral
  • Intervention: Psychoeducation
  • Intervention: Psychotherapy
  • Outcome: social, emotional or mental wellbeing

Type of Evidence

Systematic Review

Aims

The aims of this systematic review were to:

• examine evidence on the effectiveness of school-based mental health and behavioural interventions implemented with young people aged 12–18 years of age nationally and internationally (what works)

• ascertain the characteristics (age, gender, ethnicity, socioeconomic status) of young people who experience the largest impact from school-based mental health interventions (for whom)

• determine the conditions under which programmes have been proven to be effective (under what circumstances)

• identify gaps in the evidence base and directions for future research

Findings

34 systematic reviews and 97 primary studies were included in this review.

Universal social and emotional learning (SEL) interventions have good evidence of enhancing young people’s social and emotional skills and reducing symptoms of depression and anxiety in the short term. Other approaches to enhancing young people’s mental health and wellbeing have produced inconsistent (mindfulness interventions) or limited evidence of impact (positive youth development interventions). Mental health literacy interventions have been shown to have an impact on young people’s mental health knowledge; however, there is less evidence of impact on improving help-seeking behaviour. Limited research has been carried out to date on the long-term impact of any of these interventions.

Universal and targeted cognitive behavioural therapy (CBT) interventions: There is good evidence that universal and targeted cognitive behavioural therapy (CBT) interventions are effective in reducing internalising symptoms in young people. Universal CBT interventions have evidence of improving symptoms of depression and anxiety in the short term. Targeted cognitive behavioural therapy interventions delivered to young people with minimal but detectable signs of depressive symptoms appear to be effective in reducing symptoms of depression in both the short and medium term.

There is limited evidence on the effectiveness of school-based interventions designed to prevent suicide and self-harm.

For full results on other outcomes, please access the report.

Conclusions

Schools play a critical role in supporting young people’s wellbeing and preventing mental health and behavioural difficulties. The development of young people’s social, emotional and behavioural competencies is foundational to the success of our young people.

The evidence review shows that when delivered to a high standard, school-based mental health and behavioural interventions can help us address some of the biggest challenges that young people, families, schools and society as a whole are currently facing.

Programmes are more likely to be effective and result in enduring positive change when they are implemented as part of a multi-tiered whole-school approach to improving young people’s mental health and behaviour.