The DOI matches its Crossref record; 32 of the 35 references it cites were found in a registry or an index.
A systematic review of universal approaches to mental health promotion in schools
Abstract
Reviews previous studies of the universal approach to mental health promotion, and disease prevention programmes or interventions in schools. Over 8,000 publications were identified initially and 425 studies obtained for further review. The inclusion criteria were met by 17 (mostly US) studies investigating 16 interventions. Positive evidence of effectiveness was obtained for programmes that adopted a whole-school approach, were implemented continuously for more than a year, and were aimed at the promotion of mental health as opposed to the prevention of mental illness. Provides evidence that universal school mental health promotion programmes can be effective and suggests that long-term interventions promoting the positive mental health of all pupils and involving changes to the school climate are likely to be more successful than brief class-based mental illness prevention programmes.
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In the citing paper
“universal mental health promotion programs can be effective at decreasing suspension rates, increasing positive classroom behaviors, and increasing attendance rates.68”
From Critical connections: health and academics (2015) · cites this paper as [68]
In the citing paper
“Association between universal approach to mental health promotion and improved cognition, grades, and classroom behavior.”
From Critical connections: health and academics (2015) · cites this paper as [68]
Citations
Cites
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Research works printed but not linked: 4
- Layton, M. (1996), “An evaluation of the effectiveness of the ‘School and family links programme’: part of the ‘Family nurturing network”, dissertation for MA in Education, School of Education, Oxford Brookes University, Oxford.
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Cited by
Sorted by citations
The Lancet Commission on global mental health and sustainable development
Patel, V., Saxena, S., Lund, C., Thornicroft, G., Baingana, F., Bolton, P., Chisholm, D., Collins, P. Y., Cooper, J. L., Eaton, J., et al. (2018) · The Lancet · doi:10.1016/s0140-6736(18)31612-x · Cited by 3,692
Mental health promotion and problem prevention in schools: what does the evidence say?
Weare, K., & Nind, M. (2011) · Health Promotion International · doi:10.1093/heapro/dar075 · Cited by 1,043
Mental health interventions in schools in high-income countries
Fazel, M., Hoagwood, K., Stephan, S., & Ford, T. (2014) · The Lancet Psychiatry · doi:10.1016/s2215-0366(14)70312-8 · Cited by 730
Barry, M. M., Clarke, A. M., Jenkins, R., & Patel, V. (2013) · BMC Public Health · doi:10.1186/1471-2458-13-835 · Cited by 569
How universities can enhance student mental wellbeing: the student perspective
Baik, C., Larcombe, W., & Brooker, A. (2019) · Higher Education Research & Development · doi:10.1080/07294360.2019.1576596 · Cited by 508
Metadata
- Authors
- Wells, J., Barlow, J., & Stewart-Brown, S.
- Affiliations
- Jane Wells is Director of Public Health, Newbury and Community Primary Care Trust, Newbury, UK.
- University of Oxford (GB)
- University of Warwick (GB)
- Venue
- Health Education
- Publisher
- Emerald
- Published
- 2003-08-01
- Volume
- 103
- Issue
- 4
- Pages
- 197-220
- ISSN
- 0965-4283 (ISSN-L)
- 1758-714X
- OpenAlex
- W2094352589
- Cited by
- 459
- References
- 35
- Citations by year
- 2026: 2 · 2025: 8 · 2024: 14 · 2023: 20 · 2022: 24 · 2021: 26 · 2020: 19 · 2019: 32 · 2018: 27 · 2017: 26 · 2016: 32 · 2015: 27 · 2014: 31 · 2013: 33 · 2012: 24
- FWCI
- 2.39
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Health Education (publishedVersion)
- 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, universal interventions, whole-school approach, school climate, mental illness prevention, long-term intervention, student mental health, intervention effectiveness
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