The DOI matches its Crossref record; 43 of the 52 references it cites were found in a registry or an index.
Review of mental health promotion interventions in schools
Open accessAbstract
PURPOSE: The prevalence of mental disorders amongst children and adolescents is an increasing global problem. Schools have been positioned at the forefront of promoting positive mental health and well-being through implementing evidence-based interventions. The aim of this paper is to review current evidence-based research of mental health promotion interventions in schools and examine the reported effectiveness to identify those interventions that can support current policy and ensure that limited resources are appropriately used. METHODS: The authors reviewed the current state of knowledge on school mental health promotion interventions globally. Two major databases, SCOPUS and ERIC were utilised to capture the social science, health, arts and humanities, and education literature. RESULTS: Initial searches identified 25 articles reporting on mental health promotion interventions in schools. When mapped against the inclusion and exclusion criteria, 10 studies were included and explored. Three of these were qualitative and seven were quantitative. CONCLUSIONS: A range of interventions have been tested for mental health promotion in schools in the last decade with variable degrees of success. Our review demonstrates that there is still a need for a stronger and broader evidence base in the field of mental health promotion, which should focus on both universal work and targeted approaches to fully address mental health in our young populations.
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“Mental health promotion for young people has been increasingly embedded within education systems, 330 with an emphasis on sleep hygiene, physical activity, little alcohol and drug use, social connection, and cognitive-behavioural skills.”
From The Lancet Psychiatry Commission on youth mental health (2024) · cites this paper as [330]
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“Educational settings have a central role in promoting mental health, 329,330 recognising the warning signs of mental ill health, 331 and delivering prevention and intervention programmes.”
From The Lancet Psychiatry Commission on youth mental health (2024) · cites this paper as [330]
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“Interventions to support children’s mental health are common within schools (e.g. Caldwell et al., 2019 ; O’Reilly et al., 2018) and may focus on a range of different outcomes including depression, anxiety, mental and emotional wellbeing, as well as behavioural outcomes (Caldwell et al., 2019;…”
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Camacho-Rubio, J., Ulloa, A., Parellada, M., Pina-Camacho, L., Díaz-Caneja, C., Sevilla-Cermeño, L., Arrieta, M., Cerón, B., Vidal, J., & Arango, C. (2024) · International Review of Psychiatry · doi:10.1080/09540261.2024.2409187 · Cited by 5
“…and in reducing suicidality and the incidence of mental disorders in this population (Cilar et al., 2020; Fraguas et al., 2021; García-Carrión et al., 2019; Grande et al., 2022; O’Reilly et al., 2018; O’Toole, 2021; Paulus et al., 2016; Wasserman et al., 2015; Werner-Seidler et al., 2021).”
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“Many adolescents do not think of mental health problems as important (O’Reilly et al, 2018).”
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“Furthermore, the majority of the existing local and international literature focuses on universal mental health programmes, particularly in the school setting (e.g. Dray et al., 2017; O’Reilly et al., 2018), rather than targeted/indicated programmes.”
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“Moreover, educators are often not trained to address mental health problems, and lack necessary skills and strategies (O ’ Reilly et al., 2018; Reinke et al., 2011).”
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“A range of interventions have been tested for mental health promotion in schools with varying degrees of success [46].”
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“School teachers have reported how they can feel helpless, emotionally drained, stressed and anxious when supporting CYP with mental health needs (O’Reilly et al., 2018a).”
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“…mental health and well-being through the establishment of school-level policies, the facilitation of curriculum and education, familiarity with referral and healthcare systems, and the provision of services and support for students, staff, and parents (O’Reilly et al., 2018; Brooks et al., 2019).”
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“…to promote mental health is also limited by: small effect sizes; 10 interventions focused on single aspects of mental health; 22 lack of interventions being co-created with young people; promising interventions failing to be effective at scale; 7 and lack of flexibility in implementation.”
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“The opportunity to observe all children daily in interaction with their peers provides a unique vantage point to identify, assess, and accommodate the complex needs and challenges of each individual child (O´reilly et al. 2018).”
Increase Reading Comprehension and Critical Thinking through Reading Stories
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“In a review of MH promotion interventions in schools, a similar sentiment was noted such that there is a need to delicately “bal-ance prescriptive guidelines and flexible adaptations with school culture and ethos” (O’Reilly et al., 2018, p. 658).”
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“One option to do this is to implement school-based preventive and promotive programs that aim to enhance school children’s and adolescents’ mental health and psychosocial wellbeing (e.g., Bywater and Sharples, 2012; Dray et al., 2017; O’Reilly et al., 2018).”
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Hale, G. E., Lancastle, D., Lewis, N., & Tyson, P. J. (2025) · Perspectives in Public Health · doi:10.1177/17579139251335284 · Cited by 4
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“These school-based programs appear to be beneficial yet also face challenges such as taking time away from core academic instruction and lack of training of teachers or professionals to deliver the interventions (O’Reilly et al., 2018; Vostanis et al., 2013).”
The effect of a universal mobile application on adolescents' mental health and well-being
Høgsdal, H., Kaiser, S., Mabille, G., Martinussen, M., Jakobsen, R., & Kyrrestad, H. (2025) · Internet Interventions · doi:10.1016/j.invent.2025.100814 · Cited by 3
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Reading Groups as a Health‐Promoting Intervention in Upper Secondary Schools: A Qualitative Study
Fjelldal, S. S., Clancy, A., Auklend, M., & Laholt, H. (2024) · Public Health Nursing · doi:10.1111/phn.13428 · Cited by 3
“Health-promoting interventions in schools have the potential to promote the health and well-being of all adolescents (Das, Salam, and Lassi 2016; O’Reilly, Svirydzenka, and Adams 2018).”
Looijmans, M., Elzinga, E., Popma, A., van Bergen, D. D., Gilissen, R., & Mérelle, S. Y. M. (2024) · Frontiers in Child and Adolescent Psychiatry · doi:10.3389/frcha.2024.1376872 · Cited by 2
Papola, D., Prina, E., Ceccarelli, C., Cadorin, C., Gastaldon, C., Ferreira, M. C., Tol, W. A., van Ommeren, M., Barbui, C., & Purgato, M. (2024) · Cochrane Database of Systematic Reviews · doi:10.1002/14651858.cd014300.pub2 · Cited by 18
Jordans, M. J. D., Koppenol‐Gonzalez, G. V., Bleile, A. C. E., Orech, B., Brian, A. J., & Verreault, K. (2024) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2024.2344157 · Cited by 6
“A review by O’Reilly and colleagues of mental health promotion interventions in schools concluded that results on maintenance of benefits are scarce and unclear (O’Reilly et al., 2018)—a conclusion that is shared specifically for mental health promotion evaluations in LMIC (Barry et al., 2013).”
Vaillant-Coindard, E., Briet, G., Lespiau, F., Gisclard, B., & Charbonnier, É. (2024) · BMC Psychology · doi:10.1186/s40359-024-01723-8 · Cited by 4
“Third, the efficacy of interventions is still tempered by small effect sizes, reducing the reliability of results obtained thus far [131, 160, 224].”
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“Indeed, some schools implement whole-school mental health prevention programs that may include elements of mental health literacy (e.g., KidsMatter [5]), with studies suggesting that these comprehensive programs can have positive effects on children’s mental health [6, 7].”
BackgroundSchool greenness: how does it impact students’ health and what do students expect from it?
Akpınar, A. (2024) · Journal of Environmental Planning and Management · doi:10.1080/09640568.2024.2317895 · Cited by 5
“Similarly, in the review by O ’ Reilly et al. (2018), the authors highlighted the need for stronger and broader evidence-based studies for mental health promotion in schools.”
Hoy, S., Larsson, H., Kjellenberg, K., Nyberg, G., Ekblom, Ö., & Helgadóttir, B. (2024) · Frontiers in Sports and Active Living · doi:10.3389/fspor.2024.1236848 · Cited by 3
Abbott, P., Nixon, G., Stanley, I., & D’Ambruoso, L. (2024) · Frontiers in Public Health · doi:10.3389/fpubh.2023.1309649 · Cited by 7
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Kegelaers, J. J., Baetens, I., Soyez, V., Heel, M. V., Hove, L. V., & Wylleman, P. (2023) · JMIR Research Protocols · doi:10.2196/49670 · Cited by 7
“To maximize impact, such a program would be best designed as a multicomponent intervention [18,19], offering multiple intervention components targeting both the promotion of subjective well-being (eg, strengthening resilience and promoting mental health literacy [MHL]) and the prevention of key psychological symptoms…”
BackgroundMalika, N. M., Dyk, T. V. V., Alemi, Q., Belliard, J., Fisher, C. C., Ortiz, L., & Montgomery, S. (2023) · Public Health Challenges · doi:10.1002/puh2.95 · Cited by 3
“School districts all over the country are trying to address these inequities and understand how additional psychosocial stressors (e.g., discrimination, safety, bullying) contribute to mental health in order to intervene and enhance student mental health and academic performance [22–24].”
Virgilio, V. D., Minerbi, A., Fletcher, J., Virgilio, A. D., Aggerwal, S., Sheen, L., Deol, J. K., & Gupta, G. (2023) · medRxiv · doi:10.1101/2023.02.12.23285814 · Cited by 1
“Conversely, despite the high degree of heterogeneity between the studies, limited effect size and risk bias potential in other studies, some research has shown improvements in wellness for participants with multiple sclerosis, employees reporting stress, and health professionals at risk of burnout (Morrison & MacKinno…”
ResultFeasibility of a secondary school-based mental health intervention: Reprezents’ On The Level
Bisal, N., Miller, J. G., Cox, C., Carey, S., & Levita, L. (2022) · Child and Adolescent Psychiatry and Mental Health · doi:10.1186/s13034-022-00534-2 · Cited by 5
“This is a positive finding with previous issues documented around intervention implementation related to teacher burden and/or lack of mental health training [27].”
BackgroundDevelopment of the Flourishing Classroom System Observation Framework and Rubric: a Delphi Study
Allison, L., Kern, M. L., Jarden, A., & Waters, L. (2022) · Contemporary School Psychology · doi:10.1007/s40688-022-00423-7 · Cited by 3
“Promoting student wellbeing and preventing child and adolescent mental illness have become global concerns and priorities for education (O’Reilly et al., 2018).”
Student support teams: perceptions of the nature, scope and function in post-primary education
O'Toole, E., O’Flaherty, J., & Hearne, L. (2022) · Irish Educational Studies · doi:10.1080/03323315.2022.2088594 · Cited by 3
“…clear role to play in promoting personal, social and emotional wellbeing amongst its student body (Corcoran and O ’ Flaherty 2022; Bjornsen et al. 2018; CASEL 2015; Corcoran et al. 2018; DES 2020; Indecon 2019; Morrish, Rickard, and Chin 2018; O ’ Reilly et al. 2018; Rothi, Leavey, and Best 2007).”
Lifetime Mental Health Problems in Adult Lower Secondary Education: A Student Survey
Aznárez-Sanado, M., Artuch-Garde, R., Carrica-Ochoa, S., García-Roda, C., Arellano, A., Ramirez-Castillo, D., & Arrondo, G. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.01522 · Cited by 3
Schwager, S., Gläser, A., Wick, K., & Berger, U. (2018) · Prävention und Gesundheitsförderung · doi:10.1007/s11553-018-0692-8 · Cited by 3
“[17] zu dem Schluss, dass es vorteilhafter sein könnte, kleinere”
BackgroundSamuels, F., Samman, E., Roche, J. M., León-Himmelstine, C., Amani, E., Ho, H., Pellini, A., Nguyen, P., Mbowe, D., Plank, G., et al. (2025) · Global Mental Health · doi:10.1017/gmh.2025.10100 · Cited by 2
“A large and growing scholarship addresses school-based mental health (SBMH) interventions (Das et al., 2016; Dray et al., 2017; Kern et al., 2017; O ’ Reilly et al., 2018; Higgen et al., 2022).”
Key Determinants of School-Based Suicide Prevention: Barriers and Facilitators to Implementation
Rochelle, J. L., Boisen, M. R. M., Spafford, S. G., & Seeley, J. R. (2025) · School Mental Health · doi:10.1007/s12310-025-09835-1 · Cited by 2
Viner, R., Michalopoulou, S., Hudson, L. D., Hope, S., Lloyd-Houldey, O., Sundaram, N., Scott, S., Nicholls, D., & Bonell, C. (2025) · Public Health Research · doi:10.3310/ffhr7745 · Cited by 2
“11 A key aspect is building student’s sense of belonging and engagement with school, particularly for the most disadvantaged and those with highest baseline need.”
Jong, F. C., Walker, E., Corlett, H., Hardarce, C., Soulsby, E., Arnott, B., Franks, K., Ling, J., Stephenson, J., & Azevedo, L. (2025) · Pilot and Feasibility Studies · doi:10.1186/s40814-025-01699-1 · Cited by 2
“In a review, school resources have been highlighted as an issue for delivering mental health promotion interventions in schools [26], suggesting that interventions must adapt to school culture and resources, while supporting the outcome benefits.”
Rudenstine, S., Feliz, S., Brown, O., & Schulder, T. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1600841 · Cited by 5
Doğan, V., Yakut, E., NAZLIOĞLU, S. G., Aydın, A. E., Ayar, B., & Doğan, D. Y. (2025) · SAGE Open · doi:10.1177/21582440251378191 · Cited by 1
“…research should investigate the underlying mechanisms through which social media environments intensify FoMO and examine potential interventions—such as digital literacy training or self-regulation techniques— that may help mitigate its negative effects (Elhai et al., 2016; O’Reilly et al., 2018).”
Hammerin, Z. (2025) · Health Education · doi:10.1108/he-12-2024-0139 · Cited by 2
Murphy, S., & Samuel, V. (2025) · Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development · doi:10.1080/02643944.2025.2464531 · Cited by 2
“Schools are often seen as suitable environments for interventions to prevent mental health problems and to protect and promote mental health (O’Reilly et al., 2018).”
Sembiring, I. S. B., Sinuhaji, L. N. B., Manurung, B., Damanik, N. S., Ginting, P., Pangaribuan, I. K., Sembiring, N. M. P., & Gulo, L. S. (2024) · Jurnal Aisyah : Jurnal Ilmu Kesehatan · doi:10.30604/jika.v9i2.2934 · Cited by 2
“According to (O’Reilly et al., 2018), self-efficacy consists of level, strength and generalization.”
Jones, D., & Precey, R. (2024) · Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development · doi:10.1080/02643944.2024.2397125 · Cited by 2
“The need for teacher training about student mental health is widely recognised (Department of Education, 2018, 2021; Goodman, 2021; O’Reilly et al., 2018; Shelemy et al., 2019a, 2019b; Yamaguchi et al., 2020).”
InfluentialGhahremani, L., Zare, E., Karimi, M., Nazari, M., Khoramaki, Z., & Dias, E. N. (2024) · Geriatric Nursing · doi:10.1016/j.gerinurse.2024.08.022 · Cited by 2
Pokhilenko, I., Gutiérrez-Colosía, M., Janssen, L., Evers, S. M. A. A., Paulus, A. T. G., Drost, R., Campoy-Muñoz, P., Simon, J., & Salvador-Carulla, L. (2024) · PLoS ONE · doi:10.1371/journal.pone.0306539 · Cited by 2
Lift the Flap Book Media Affect Disaster Preparedness in Early Childhood
Ulfah, K. U., Rolina, N., & Alfina, C. S. (2024) · Jurnal Pendidikan Anak Usia Dini Undiksha · doi:10.23887/paud.v12i1.71153 · Cited by 3
“Some of these behaviours can be traumatic, injuries to children that are not treated immediately often lead to crisis situations, often resulting in psychiatric disorders (Hidaayah, 2014; O’Reilly et al., 2018) .”
BackgroundRoy, S. G., Brown, H. S., Blinn, L. S., Narendorf, S., & Hamilton, J. E. (2024) · Health Economics Review · doi:10.1186/s13561-024-00510-w · Cited by 2
Hammerin, Z., Bergnehr, D., & Basic, G. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2287884 · Cited by 2
“A lot of the research that exists evaluates the effects of different programmes related to the physical and/or mental health of students (Langford et al., 2015; O’Reilly et al., 2018a, 2018b).”
BackgroundA study of Irish secondary school student’s views on mental health supports in school
Kenneally, A., Begley, T., & Donohue, G. (2023) · Irish Journal of Psychological Medicine · doi:10.1017/ipm.2023.34 · Cited by 1
“A ‘ Whole School Approach ’ has been well documented in the literature as preferred research-based strategy for mental health interventions in schools (O ’ Reilly et al. 2018; Fitzpatrick et al. 2013; Weare and Nind 2011).”
Banwell, E., Humphrey, N., & Qualter, P. (2023) · Frontiers in Health Services · doi:10.3389/frhs.2023.1112544 · Cited by 2
“However, many allied professionals currently feel ill-prepared to assist to the level that they wish they were able (16).”
BackgroundEnhancing “Health-Promoting Schools” through Implementing Mental Health Program
Anwar, A. E. E., Nouman, A. E. E., Kamel, O., Kamal, N. M., & Fouad, E. (2022) · Open Access Macedonian Journal of Medical Sciences · doi:10.3889/oamjms.2022.9827 · Cited by 2
Supporting vulnerable students: Staff and parents speak
Testa, D. (2022) · Health Education Journal · doi:10.1177/00178969211073681 · Cited by 2
“, 2017: 285), offers young people a means to combat internalised stigma (Adams et al., 2014; O’Reilly et al., 2018).”
BackgroundResultInfluentialMavrenkova, P., Pankova, N. B., Lebedeva, M. A., & Karganov, M. Y. (2022) · Brain Sciences · doi:10.3390/brainsci12020245 · Cited by 2
“In this context, the inclusive education system, along with other supportive measures for people with mental health problems [6], can be considered a promising model for reducing their stigmatization and integrating them into society [7].”
BackgroundImplications of School Bullying Victimization in Mental Health: Qualitative Evidence
de Oliveira, W., Silva, M., Silva, J. L. A. D., Carlos, D., Pereira, B., & dos Santos, M. (2021) · Psico-USF · doi:10.1590/1413-82712021260406 · Cited by 2
“Therefore, intervention programs in this perspective must first identify individual levels that are relevant and need to be addressed to facilitate the desired changes (Horta et al., 2017; O’Reilly et al., 2018).”
BackgroundResultInfluentialChia, M., Wong, J., Chan, I., & Ng, K. (2020) · Proceedings of Singapore Healthcare · doi:10.1177/2010105820979324 · Cited by 2
Maternal, child and family health nursing
Hooker, L. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108868396.022
Williams, E., Allison, D., & Willis, S. C. (2020) · International Journal of Health Promotion and Education · doi:10.1080/14635240.2020.1812419 · Cited by 2
“2018) there is currently a lack of substantiated evidence demonstrating how MHP interventions are effective and why these effects are produced (O’Reilly et al. 2018).”
BackgroundMethodResultInfluentialHassen, H. M., Behera, M., Jena, P., & Satpathy, S. (2020) · doi:10.21203/rs.3.rs-17074/v1 · Cited by 2
Can the media benefit the children?
Pejović-Milovančević, M. (2019) · Psihijatrija Danas · doi:10.5937/psihdan1901005p · Cited by 2
Yao, E. S., Fleming, T. M., Hetrick, S. E., In, S., Thabrew, H., & Clark, T. C. (2026) · Journal of Adolescent Health · doi:10.1016/j.jadohealth.2026.06.009 · Cited by 1
Nursing Interventions for Adolescent Mental Health: A Systematic Mixed-Methods Review
Segura-Daroca, P., Gea-Caballero, V., Juárez‐Vela, R., Chover‐Sierra, E., Martínez-Pascual, R. M., & Martínez‐Sabater, A. (2026) · Adolescents · doi:10.3390/adolescents6030046 · Cited by 1
Johansson, C., Kerekes, N., Alverlin, M., Wallin, L., Ahlström, B. H., & Karlsson, M. (2026) · Journal of School Nursing · doi:10.1177/10598405261434602 · Cited by 1
“ÓReilly et al. (2018) conducted a review of school-based mental health promotion interventions in schools from 2007 to 2017 and found limited evaluation of long-term impacts (across countries including the United Kingdom, Australia, the United States, Sweden, Denmark, Germany, and Ireland).”
Uvhagen, L., Söderqvist, F., & Gustafsson, J. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1778047 · Cited by 1
An Umbrella Review of Meta-analyses of School-Based Mindfulness Based Interventions (MBIs)
Grennan, S., O’Dowd, A., Twomey, C. D., O’Connor, M., & Carr, A. (2026) · Mindfulness · doi:10.1007/s12671-026-02809-7 · Cited by 2
“Schools are taking an increasingly prominent role in implementing evidence-based mental wellbeing interventions with children and adolescents, as the evidence base for their effectiveness grows (O’Reilly et al., 2018).”
Wexler, L., White, L., Moto, R., Schmidt, T., Heinze, J. E., Evans, E., Zhong, A., Kapoulea, E., & Laws, H. (2026) · School Mental Health · doi:10.1007/s12310-026-09857-3 · Cited by 1
“…supports the efficacy of approaches that target school staff to promote positive student mental health by altering the school environment through community relationship building, staff training, and procedural, programmatic and physical changes to schools’ structures (O’Reilly et al., 2018).”
Johnson, K. G., Robinson, F., & McCabe, R. (2026) · Journal of Solution Focused Practices · doi:10.59874/001c.156046 · Cited by 1
Saelens, L., Bracke, P., Ceuterick, M., & D’hondt, F. (2026) · Journal of Youth and Adolescence · doi:10.1007/s10964-026-02322-z · Cited by 1
“Their sustained and widespread contact with youth makes them practical settings for prevention, early detection and facilitation of timely support (O’Reilly et al., 2018 ; Zhang et al., 2023 ).”
Raniti, M. B., Logan, N., Reavley, N. J., & Neelakantan, L. (2026) · Mental Health & Prevention · doi:10.1016/j.mhp.2026.200476 · Cited by 1
Metadata
- Authors
- O’Reilly, M., Svirydzenka, N., Adams, S., & Dogra, N.
- Affiliations
- University of Leicester (GB)
- De Montfort University (GB)
- Corresponding author
- O’Reilly, Michelle
- Venue
- Social Psychiatry and Psychiatric Epidemiology
- Published
- 2018-05-11
- Volume
- 53
- Issue
- 7
- Pages
- 647-662
- ISSN
- 0933-7954 (ISSN-L)
- 1433-9285
- PMC
- PMC6003977
- OpenAlex
- W2801053462
- Cited by
- 408
- References
- 52
- Citations by year
- 2026: 52 · 2025: 54 · 2024: 78 · 2023: 63 · 2022: 51 · 2021: 35 · 2020: 54 · 2019: 7 · 2018: 13
- FWCI
- 6.38
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Social Psychiatry and Psychiatric Epidemiology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Open Research Online - ORO (The Open University) (acceptedVersion)
- DMU Open Research Archive (De Montfort University) (submittedVersion)
- Leicester Research Archive (University of Leicester) (submittedVersion, other-oa)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Medicine › Psychiatry and Mental health › Mental Health Treatment and Access
- Keywords
- school-based mental health promotion, child and adolescent mental health, evidence-based interventions, intervention effectiveness, universal prevention, targeted interventions, school mental health policy, well-being
- MeSH terms
- Adolescent, Child, Female, Health Promotion, Humans, Male, Mental Health, School Health Services, Schools
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