A systematic review of the long-term benefits of school mental health and wellbeing interventions for students in Australia

Background Over the last decade there has been increased recognition about the role of school staff in preventing mental ill health and promoting wellbeing in young people. Despite this, information regarding the long-term benefits of school mental health programs is not widely available. Aims The aim of this systematic review was to synthesize the evidence for school-based mental health and wellbeing programs which are available in Australia and have been shown to have long-term benefits for children and adolescents. Results This systematic review of the literature identified 74 articles reporting long-term outcomes for student mental health and wellbeing, distributed across 29 unique programs. Common features of efficacious programs included cognitive behavioral interventions, mental health literacy, and social-emotional skills programs. Conclusions Some of the identified school-based interventions for student mental health and wellbeing demonstrated long-term positive impacts on students' physical and psychological health and wellbeing.

[1]  N. Humphrey,et al.  Implementation matters: Using complier average causal effect estimation to determine the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s quality of life. , 2020, Journal of Educational Psychology.

[2]  A. Reupert.  Mental Health and Academic Learning in Schools , 2019 .

[3]  H. Wilcox,et al.  Gender Differences in Depression Literacy and Stigma After a Randomized Controlled Evaluation of a Universal Depression Education Program. , 2019, The Journal of adolescent health : official publication of the Society for Adolescent Medicine.

[4]  D. Skvarc,et al.  Impact of a Secondary School Depression Prevention Curriculum on Adolescent Social-Emotional Skills: Evaluation of the Resilient Families Program , 2019, Journal of youth and adolescence.

[5]  Clayton R. Cook,et al.  Two-Year Impact of a Universal Social-Emotional Learning Curriculum: Group Differences From Developmentally Sensitive Trends Over Time , 2019, Developmental psychology.

[6]  A. Ghaderi,et al.  Long-Term Outcome of a Cluster-Randomized Universal Prevention Trial Targeting Anxiety and Depression in School Children. , 2019, Behavior therapy.

[7]  P. McGorry,et al.  Early intervention in youth mental health: progress and future directions , 2018, Evidence-Based Mental Health.

[8]  R. Rooney,et al.  Do Parent Mental Illness and Family Living Arrangement Moderate the Effects of the Aussie Optimism Program on Depression and Anxiety in Children? , 2018, Front. Psychiatry.

[9]  Clayton R. Cook,et al.  Evaluation of Second Step on Early Elementary Students’ Academic Outcomes: A Randomized Controlled Trial , 2018, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.

[10]  Krystal M. Lewis,et al.  Implementing the Bounce Back Trauma Intervention in Urban Elementary Schools: A Real-World Replication Trial , 2018, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.

[11]  J. Gillham,et al.  Youth Cognitive-Behavioral Depression Prevention: Testing Theory in a Randomized Controlled Trial , 2018, Cognitive Therapy and Research.

[12]  P. Howlin,et al.  School-based social skills training for young people with autism spectrum disorders , 2018 .

[13]  G. Thornicroft,et al.  School-Based Curriculum to Improve Depression Literacy Among US Secondary School Students: A Randomized Effectiveness Trial , 2017, American journal of public health.

[14]  P. Batterham,et al.  Silence is deadly: a cluster-randomised controlled trial of a mental health help-seeking intervention for young men , 2017, BMC Public Health.

[15]  I. Shochet,et al.  A Pilot Randomised Controlled Trial of a School-Based Resilience Intervention to Prevent Depressive Symptoms for Young Adolescents with Autism Spectrum Disorder: A Mixed Methods Analysis , 2017, Journal of Autism and Developmental Disorders.

[16]  C. McKinstry,et al.  Youth mental ill health and secondary school completion in Australia: time to act , 2017, Early intervention in psychiatry.

[17]  A. Ghaderi,et al.  Prevention of Anxiety and Depression in Swedish School Children: a Cluster-Randomized Effectiveness Study , 2017, Prevention Science.

[18]  N. Humphrey,et al.  Mental health difficulties and academic attainment: Evidence for gender-specific developmental cascades in middle childhood , 2017, Development and Psychopathology.

[19]  S. Erdoğan,et al.  The effectiveness of the COPE healthy lifestyles TEEN program: a school‐based intervention in middle school adolescents with 12‐month follow‐up , 2017, Journal of advanced nursing.

[20]  C. Upshur,et al.  Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes , 2017 .

[21]  S. Paxton,et al.  An evaluation of a body image intervention in adolescent girls delivered in single-sex versus co-educational classroom settings. , 2017, Eating behaviors.

[22]  R. Nix,et al.  PATHS in Croatia: A school‐based randomised‐controlled trial of a social and emotional learning curriculum , 2017, International journal of psychology : Journal international de psychologie.

[23]  N. Humphrey,et al.  Emotional self-efficacy, conduct problems, and academic attainment: Developmental cascade effects in early adolescence , 2017 .

[24]  Steven W. Evans,et al.  Outcomes for Adolescents Who Comply With Long-Term Psychosocial Treatment for ADHD , 2017, Journal of consulting and clinical psychology.

[25]  B. Flay,et al.  Can Universal SEL Programs Benefit Universally? Effects of the Positive Action Program on Multiple Trajectories of Social-Emotional and Misconduct Behaviors , 2016, Prevention Science.

[26]  E. Halliwell,et al.  Body Image in Primary Schools: A pilot evaluation of a primary school intervention program designed by teachers to improve children's body satisfaction. , 2016, Body image.

[27]  M. Greenberg,et al.  Short-Term Intervention Effects of the PATHS Curriculum in Young Low-Income Children: Capitalizing on Plasticity , 2016, The Journal of Primary Prevention.

[28]  N. Humphrey,et al.  A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum , 2016, Journal of school psychology.

[29]  P. Stallard,et al.  Effect of a universal anxiety prevention programme (FRIENDS) on children's academic performance: results from a randomised controlled trial , 2016, Journal of child psychology and psychiatry, and allied disciplines.

[30]  L. Bear,et al.  A Pilot Randomized Trial Evaluating a School-Based Mindfulness Intervention for Ethnic Minority Youth , 2016 .

[31]  Adam Lobel,et al.  A randomized controlled trial comparing two cognitive-behavioral programs for adolescent girls with subclinical depression: A school-based program (Op Volle Kracht) and a computerized program (SPARX). , 2016, Behaviour research and therapy.

[32]  Joshua M. Langberg,et al.  Trajectories and Predictors of Response to the Challenging Horizons Program for Adolescents With ADHD. , 2016, Behavior therapy.

[33]  G. Bernstein,et al.  School-Based Interventions for Anxious Children: Long-Term Follow-Up , 2016, Child psychiatry and human development.

[34]  M. Eisner,et al.  Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: a cluster randomized controlled trial , 2016 .

[35]  Anthony F Jorm,et al.  ‘teen Mental Health First Aid’: a description of the program and an initial evaluation , 2016, International Journal of Mental Health Systems.

[36]  B. Flay,et al.  Effects of a School-Based Social–Emotional and Character Development Program on Health Behaviors: A Matched-Pair, Cluster-Randomized Controlled Trial , 2016, The Journal of Primary Prevention.

[37]  L. McLean,et al.  Effectiveness of a school-based early intervention CBT group programme for children with anxiety aged 5–7 years , 2016 .

[38]  R. Engels,et al.  Universal School-Based Depression Prevention ‘Op Volle Kracht’: a Longitudinal Cluster Randomized Controlled Trial , 2015, Journal of abnormal child psychology.

[39]  Caroline B R Evans,et al.  Evaluating dosage effects for the positive action program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem. , 2016, The American journal of orthopsychiatry.

[40]  Steven W. Evans,et al.  Evaluation of a school-based treatment program for young adolescents with ADHD. , 2016, Journal of consulting and clinical psychology.

[41]  E. Schilling,et al.  The SOS Suicide Prevention Program: Further Evidence of Efficacy and Effectiveness , 2016, Prevention Science.

[42]  D. Espelage,et al.  Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration , 2015 .

[43]  M. Belyea,et al.  Twelve-Month Effects of the COPE Healthy Lifestyles TEEN Program on Overweight and Depressive Symptoms in High School Adolescents. , 2015, The Journal of school health.

[44]  Clayton R. Cook,et al.  Promoting social-emotional competence: An evaluation of the elementary version of Second Step®. , 2015, Journal of school psychology.

[45]  Caroline B R Evans,et al.  A Longitudinal Evaluation of the Positive Action Program in a Low-Income, Racially Diverse, Rural County: Effects on Self-Esteem, School Hassles, Aggression, and Internalizing Symptoms , 2015, Journal of youth and adolescence.

[46]  H. Koot,et al.  Indicated Prevention of Childhood Anxiety and Depression: Results From a Practice-Based Study up to 12 Months After Intervention. , 2015, American journal of public health.

[47]  D. Schonfeld,et al.  Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. , 2015, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.

[48]  Audra K. Langley,et al.  Bounce back: Effectiveness of an elementary school-based intervention for multicultural children exposed to traumatic events. , 2015, Journal of consulting and clinical psychology.

[49]  L. McLean,et al.  Promoting mental health at school: short-term effectiveness of a popular school-based resiliency programme , 2015 .

[50]  Christian Haring,et al.  School-based suicide prevention programmes: the SEYLE cluster-randomised, controlled trial , 2015, The Lancet.

[51]  D. Espelage,et al.  Clinical trial of Second Step© middle-school program: Impact on aggression & victimization , 2015 .

[52]  S. Wilksch.  School‐based eating disorder prevention: a pilot effectiveness trial of teacher‐delivered Media Smart , 2015, Early intervention in psychiatry.

[53]  K. Allen,et al.  Adolescent Mental Health in an Australian Context and Future Interventions , 2015 .

[54]  S. Austin,et al.  Prevention Across the Spectrum: a randomized controlled trial of three programs to reduce risk factors for both eating disorders and obesity , 2014, Psychological Medicine.

[55]  E. Schilling,et al.  "Signs of Suicide" shows promise as a middle school suicide prevention program. , 2014, Suicide & life-threatening behavior.

[56]  R. Araya,et al.  Cost-effectiveness of classroom-based cognitive behaviour therapy in reducing symptoms of depression in adolescents: a trial-based analysis. , 2014, Journal of child psychology and psychiatry, and allied disciplines.

[57]  R. Engels,et al.  Secondary outcomes of a school-based universal resiliency training for adolescents: a cluster randomized controlled trial , 2014, BMC Public Health.

[58]  H. Christensen,et al.  Effects of a classroom-based educational resource on adolescent mental health literacy: a cluster randomized controlled trial. , 2014, Journal of adolescence.

[59]  G. Andrews,et al.  Universal Internet-based prevention for alcohol and cannabis use reduces truancy, psychological distress and moral disengagement: a cluster randomised controlled trial. , 2014, Preventive medicine.

[60]  H. Daniels,et al.  Classroom-based cognitive behaviour therapy (FRIENDS): a cluster randomised controlled trial to Prevent Anxiety in Children through Education in Schools (PACES). , 2014, The lancet. Psychiatry.

[61]  Clayton R. Cook,et al.  A Combined Intervention Targeting both Teachers’ and Students’ Social-Emotional Skills: Preliminary Evaluation of Students’ Outcomes , 2014, Australian Journal of Guidance and Counselling.

[62]  R. Scholte,et al.  Evaluation of a School-Based Depression Prevention Program among Adolescents from Low-Income Areas: A Randomized Controlled Effectiveness Trial , 2014, International journal of environmental research and public health.

[63]  R. Rooney,et al.  Prevention of depression and anxiety symptoms in adolescents: 42 and 54 months follow-up of the Aussie Optimism Program-Positive Thinking Skills , 2014, Front. Psychol..

[64]  C. Hunt,et al.  Randomized controlled trial of a friendship skills intervention on adolescent depressive symptoms. , 2014, Journal of consulting and clinical psychology.

[65]  R. Engels,et al.  Randomized Controlled Trial Testing the Effectiveness of a Depression Prevention Program (‘Op Volle Kracht’) Among Adolescent Girls with Elevated Depressive Symptoms , 2013, Journal of Abnormal Child Psychology.

[66]  S. Machin,et al.  The UK Resilience Programme: a school-based universal nonrandomized pragmatic controlled trial. , 2014, Journal of consulting and clinical psychology.

[67]  T. Wade,et al.  Depression as a moderator of benefit from Media Smart: a school-based eating disorder prevention program. , 2014, Behaviour research and therapy.

[68]  H. Steinhausen,et al.  Problem coping skills, psychosocial adversities and mental health problems in children and adolescents as predictors of criminal outcomes in young adulthood , 2014, European Child & Adolescent Psychiatry.

[69]  R. Kane,et al.  Reducing depression in 9-10 year old children in low SES schools: a longitudinal universal randomized controlled trial. , 2013, Behaviour research and therapy.

[70]  Frank J. Snyder,et al.  Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools. , 2013, The Journal of school health.

[71]  Vincent O. Mancini,et al.  Prevention of internalizing disorders in 9–10 year old children: efficacy of the Aussie Optimism Positive Thinking Skills Program at 30-month follow-up , 2013, Front. Psychol..

[72]  Leigh Small,et al.  Promoting healthy lifestyles in high school adolescents: a randomized controlled trial. , 2013, American journal of preventive medicine.

[73]  R. Araya,et al.  A cluster randomised controlled trial to determine the clinical effectiveness and cost-effectiveness of classroom-based cognitive-behavioural therapy (CBT) in reducing symptoms of depression in high-risk adolescents. , 2013, Health technology assessment.

[74]  Anat Shoshani,et al.  Positive Psychology at School: A School-Based Intervention to Promote Adolescents’ Mental Health and Well-Being , 2013, Journal of Happiness Studies.

[75]  Deborah B. Johnson,et al.  Promoting Alternative Thinking Strategies (PATHS) and Elementary School Aged Children’s Aggression: Results from a Cluster Randomized Trial , 2013, American journal of community psychology.

[76]  Frank J. Snyder,et al.  Preventing Negative Behaviors among Elementary-School Students through Enhancing Students' Social-Emotional and Character Development , 2013, American journal of health promotion : AJHP.

[77]  D. Espelage,et al.  The impact of a middle school program to reduce aggression, victimization, and sexual violence. , 2013, The Journal of adolescent health : official publication of the Society for Adolescent Medicine.

[78]  B. Flay,et al.  Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago. , 2013, American journal of preventive medicine.

[79]  H. Christensen,et al.  Adherence to the MoodGYM program: outcomes and predictors for an adolescent school-based population. , 2013, Journal of affective disorders.

[80]  P. Onghena,et al.  The role of children's on-task behavior in the prevention of aggressive behavior development and peer rejection: a randomized controlled study of the Good Behavior Game in Belgian elementary classrooms. , 2013, Journal of school psychology.

[81]  Preben Bo Mortensen,et al.  Long-term criminal outcome of children with attention deficit hyperactivity disorder. , 2013, Criminal behaviour and mental health : CBMH.

[82]  P. Lacherez,et al.  The prevention of childhood anxiety and promotion of resilience among preschool-aged children: a universal school based trial , 2013 .

[83]  L. Leach,et al.  The effect of early onset common mental disorders on educational attainment in Australia , 2012, Psychiatry Research.

[84]  M. Seligman.  Flourish: A Visionary New Understanding of Happiness and Well-being , 2011 .

[85]  K. Merikangas,et al.  Lifetime prevalence of mental disorders in U.S. adolescents: results from the National Comorbidity Survey Replication--Adolescent Supplement (NCS-A). , 2010, Journal of the American Academy of Child and Adolescent Psychiatry.

[86]  J. Currie,et al.  Mental Health in Childhood and Human Capital , 2007 .

[87]  D. Maybery,et al.  Children of a parent with a mental illness: perspectives on need , 2005 .

[88]  M. Weissman,et al.  Increasing rates of depression. , 1989, JAMA.