Journal article
Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis
Clinical child and family psychology review, Vol.27(3), pp.732-806
09/2024
DOI: 10.1007/s10567-024-00487-2
PMID: 38884838
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.
Details
- Title: Subtitle
- Brief School-Based Interventions Targeting Student Mental Health or Well-Being: A Systematic Review and Meta-Analysis
- Creators
- Katherine A Cohen - Northwestern UniversitySakura Ito - Stony Brook UniversityIsaac L Ahuvia - Stony Brook UniversityYuanyuan Yang - University of KansasYanchen Zhang - University of IowaTyler L Renshaw - Utah State UniversityMadeline Larson - GC SystemsClayton Cook - GC SystemsShannon Hill - Northwestern UniversityJessica Liao - Northwestern UniversityAndy Rapoport - Northwestern UniversityAmanda Smock - Northwestern UniversityMichelle Yang - Northwestern UniversityJessica L Schleider - Northwestern University
- Resource Type
- Journal article
- Publication Details
- Clinical child and family psychology review, Vol.27(3), pp.732-806
- DOI
- 10.1007/s10567-024-00487-2
- PMID
- 38884838
- eISSN
- 1573-2827
- Language
- English
- Electronic publication date
- 06/17/2024
- Date published
- 09/2024
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984642858102771
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