Contributions of universal school-based mental health promotion to the wellbeing of adolescents and preadolescents: a systematic review of educational interventions

Abstract

PurposeThe study aims to determine the contributions of universal school-based educational programs to the current and future worldwide youth mental health condition.Design/methodology/approachA systematic search was conducted in accordance with the PRISMA 2020 guidelines. Academic education and health databases including ERIC, Education Database, APA PsycInfo, APA PsycArticles, Psychology Database, and PubMed were used. Characteristics and outcomes of educational interventions developed in school settings and education potential for mental health promotion were examined.FindingsUniversal school-based mental health educational programs positively affect preadolescents and adolescents. The study review provided further insight into educational programs' characteristics and identified two primary curricula foci: mental health education and development of resiliency traits and skills.Originality/valueResearch on mental health promotion using a pedagogical approach is rare as most studies focus on mental health symptomatology and psychotherapy techniques training.

The impact of social-emotional skills on mental well-being among Chinese underprivileged-background students: Empirical evidence from SSES 2019

“…Further evidence proved that assertiveness training may increase self-esteem and mental wellbeing but decrease depression (Fuspita et al, 2018;Golshiri et al, 2023). More than that, with a range of increased positive emotions, it was found that optimism is also closely related to depressive symptomatology prevention as resources for coping with hopelessness (Martínez-García, 2022).…”

“…Mental well-being is viewed as a positive mental state that allows individuals to thrive across lifetime, more than the absence of mental illness (Bjornsen et al, 2019;Clarke et al, 2011;WHO, 2018). Particularly, adolescent mental well-being has attracted much attention among scholars in recent years (e.g., Arslan, 2023;Martínez-García, 2022;Niu et al, 2023;Stark et al, 2021;Vella et al, 2019;Zhou et al, 2020). Adolescents with lower levels of mental health are more vulnerable to social exclusion, discrimination, stigma, educational difficulties, risk-taking behaviors, physical illhealth, and human rights violations (WHO, 2017;.…”

“…Numerous studies indicated that social-emotional skills shape the potential foundation of individuals' psychological growth and social adjustment (Arslan, 2019;Elias et al, 1997;Frydenberg et al, 2017;Humphrey et al, 2011;Martinez-Yarza et al, 2023;Weare & Gray, 2003;Weissberg et al, 2015;Zins et al, 2007). Previous literature revealed that social-emotional skills are closely associated with students' mental well-being (e.g., Appel et al, 2023;Aslanyan et al, 2021;Boals et al, 2011;Clarke et al, 2021;Extremera & Fernández-Berrocal, 2006;Martínez-García, 2022;Wills et al, 2016). Whereas most studies were conducted in a Western context, such a relatedness has rarely been discussed in China.…”

“…Research on the association between adolescents' socialemotional skills and mental well-being has been prevalent in recent years (e.g., Aslanyan et al, 2021;Fuspita et al, 2018;Golshiri et al, 2023;Martínez-García, 2022;Vella et al, 2019). Numerous studies showed the significantly positive relations between social-emotional skills and individuals' mental well-being (e.g., Arslan & Wong, 2024;Appel et al, 2023;Boals et al, 2011;Extremera & Fernández-Berrocal, 2006;Jakovljevic, 2018;Wills et al, 2016).…”

Effects of three prophylactic interventions on French middle-schoolers’ mental health: protocol for a randomized controlled trial

“…In clinical and developmental psychology, interventions that are implemented prior to the emergence, prolongation, or aggravation of difficulties, in order to prevent or reduce symptoms, promote wellbeing [ 183 ], or both, can be labeled as prophylactic [ 169 ]. To date, prophylactic interventions aimed at adolescents have yielded encouraging results in terms of reducing symptoms (e.g., [ 69 , 134 , 186 , 204 , 208 ]) and increasing wellbeing (e.g., [ 134 , 162 , 181 ]). Furthermore, these interventions appear to be more effective in middle-schoolers than in high-schoolers [ 220 ].…”