Review of mental health promotion interventions in schools

“Additionally, it is estimated that 50% of adults with disorders experienced them prior to age 15 [25].”

“However, although differentiated, it is important to note that the distinction is less rigid for young populations, because children develop skills as they mature [3] and skill development aimed at promoting well-being can have preventative effects [46].”

“However, there is increasing evidence that some long-term effects are emerging and that although effects gradually decrease over time they can remain substantial [54].”

“[56]); (2) a decade is a sufficient time-frame to examine impact and change; and (3) captures recent policy changes that may impact on design and delivery of interventions.”

“Furthermore, such thinking is reflected internationally as several countries have been exploring ways of integrating health and education [2].”

“For example, social and emotional learning (SEAL) is often used and interventions designed to promote effective mastery of social–emotional competencies aim to achieve greater well-being and better school performance by reducing risk factors and promoting protective mechanisms for positive adjustments [20].”

“However, this raises issues for schools, as training will be central to successful implementation, but training for teachers cannot tackle mental health promotion in isolation from the practical difficulties of supporting children who have diagnosed conditions [41].”

“1 3 periods of 3- and 2-years [11, 29] respectively, which suggested some sustainability.”

“[42, 48, 55]), may be undermined by: • lack of adequate support (in terms of staff willingness and/or funding) • clarity operationalisation, and consistency in terminology used (this would also need to consider how mental health and illness are conceptualised) • having appropriately trained staff to provide support an…”

“Achieving the goals of mental health promotion, and implementing interventions, relies heavily on good quality evidence, and yet much work in this area is not sufficiently evidence-based [52].”

“This is because of the amount of time young people spend in this environment [49].”

“1 3 periods of 3- and 2-years [11, 29] respectively, which suggested some sustainability.”

“[32] integrated this whole–school approach framework in the intervention evaluation with an Action Competence focus, linking democracy, participation and empowerment [7].”

“Whole‐school approaches A ‘whole school approach’ for promoting positive mental health, recognises the importance of working collaboratively with all parts of the school community; students, families and staff, whilst acknowledging the impact of local and government policies [18].”

“[42, 48, 55]), may be undermined by: • lack of adequate support (in terms of staff willingness and/or funding) • clarity operationalisation, and consistency in terminology used (this would also need to consider how mental health and illness are conceptualised) • having appropriately trained staff to provide support an…”

“[32] integrated this whole–school approach framework in the intervention evaluation with an Action Competence focus, linking democracy, participation and empowerment [7].”

“Two of the interventions were delivered by specialists including physiotherapists [22] and educational psychologists [21].”

“Focus and aims of the review Research has indicated that many young people worldwide are not well informed about mental health [13, 39, 40, 44, 47], and there is a clear need to raise awareness, educate, and provide interventions that facilitate the maintenance of mental well-being in young populations.”

“Two of the interventions were delivered by specialists including physiotherapists [22] and educational psychologists [21].”

“Focus and aims of the review Research has indicated that many young people worldwide are not well informed about mental health [13, 39, 40, 44, 47], and there is a clear need to raise awareness, educate, and provide interventions that facilitate the maintenance of mental well-being in young populations.”

“Most of these interventions were described as structured [1, 16, 17].”

“Most of these interventions were described as structured [1, 16, 17].”

“Discussion Globally, there is continued development and implementation of various interventions in schools designed to promote positive mental health, and yet the effectiveness of most of these is not well evaluated [1].”

“However, although differentiated, it is important to note that the distinction is less rigid for young populations, because children develop skills as they mature [3] and skill development aimed at promoting well-being can have preventative effects [46].”

“Furthermore, developing partnerships between the health and educational sectors can support meaningful engagement and lasting change [50].”

“rationalisation and operationalisation of selected theoretical frameworks and models, methods and instruments used), explicit application procedure of interventions, and details of teacher training and support packages [36].”

“Weist and Murray [55] observed that for change to happen, training and involvement from a range of people is needed to create a cultural shift in the educational context.”

“This list of recommendations is consistent with the need for high-quality training interventions in any field [14].”

“However, for some, schools can present as considerable sources of stress, worry, and unhappiness [12], which can hinder academic attainment.”

“Universal approaches are useful as they target large populations of adolescents in a general way (O’Reilly et al., 2018).”

“84 ; linkage to mental health care for school-based programs 85 ; “Whole-school approaches” that engage students and families, communities, and other agencies to support mental health and improve academic outcomes 84,86 of the most salient characteristics of a mental health-friendly city for youth…”