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Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis

Forfatter(e)
Cohen, K. A., Ito, S., Ahuvia, I. L., Yang, Y., Zhang, Y., Renshaw, T. L., Larson, M., Cook, C., Hill, S., Liao, J., Rapoport, A., Smock, A., Yang, M., Schleider, J. L.
År
2024
DOI
10.1007/s10567-024-00487-2
Tidsskrift
Clinical Child & Family Psychology Review
Volum
17
Sider
17
Kategori(er)
Atferdsproblemer, antisosial atferd og atferdsforstyrrelser Depresjon og nedstemthet (inkl. både vansker og lidelse) Selvskading/selvmord Traumatiske belastninger/stress (PTSD) ADHDSpiseforstyrrelser Livskvalitet og trivselRus (alkohol, illegale rusmidler)
Tiltakstype(r)
Skole/barnehagebaserte tiltak
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.