Examining the mental health outcomes of peer-led school-based interventions on young people aged between 4 and 18 years old: a systematic review protocol

King, Thomas; Fazel, Mina

doi:10.1186/s13643-019-1027-3

Cited by 13 publications

(11 citation statements)

References 25 publications

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“…Peer support interventions are particularly suited to a school setting and involve students providing support or education to other young people in their school, often a younger year group. Such interventions are versatile in nature and can include peer mentoring, peer mediation, peer counselling, befriending, and buddying and focus on a range of issues such as bullying, violence, mental health, and school transitions (King & Fazel, 2019 ). While data suggest that most English primary and secondary schools use some kind of formal peer support scheme (Houlston et al, 2009), further research is needed to determine the effectiveness of peer-led interventions on mental health outcomes in school settings (King & Fazel, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

The Contributing Role of Family, School, and Peer Supportive Relationships in Protecting the Mental Wellbeing of Children and Adolescents

Butler

Quigg

Bates

et al. 2022

School Mental Health

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Globally, mental disorders are the leading cause of disability in children and adolescents. Previous research has demonstrated that supportive relationships are a key protective factor against poor mental health in children, particularly amongst those who have experienced adversity. However, fewer studies have examined the relative impact of different types of supportive relationships. The current study examined the association between level of family adult support, school adult support, and school peer support and mental wellbeing in a sample of children (age 8–15 years, N = 2,074) from schools in the UK. All three sources of support were independently associated with mental wellbeing. Analyses demonstrated a graded relationship between the number of sources of support and the odds of low mental wellbeing (LMWB), reflecting a cumulative protective effect. While all three sources of support were best, it was not vital, and analyses demonstrated a protective effect of school sources of support on LMWB amongst children with low family support. Peer support was found to be particularly important, with prevalence of LMWB similar amongst children who had high peer support (but low family and school adult support), and those who had high family and school adult support, (but low peer support), indicating that high peer support has an equivalent impact of two other protective factors. Findings from the study highlight the crucial context schools provide in fostering positive peer relationships and supportive teacher–student relationships to promote mental health and resilience for all children, including both those with and without supportive home environments.

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Section: Discussionmentioning

confidence: 99%

The Contributing Role of Family, School, and Peer Supportive Relationships in Protecting the Mental Wellbeing of Children and Adolescents

Butler

Quigg

Bates

et al. 2022

School Mental Health

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“…A range of grey literature sources were searched, including conference proceedings, dissertations, and government documents. The protocol for the systematic review is available online [ 28 ].…”

Section: Methodsmentioning

confidence: 99%

“…We followed the PICO (Population, Intervention, Comparator and Outcome) format to develop our research question [ 78 ]. We completed the systematic review in accordance with the 2009 PRISMA statement [ 28 , 79 ] and registered it with PROSPERO (CRD42018116243).…”

Section: Systematic Reviewmentioning

confidence: 99%

Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness

King

Fazel

2021

PLoS ONE

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Schools worldwide have implemented many different peer-led interventions with mixed results, but the evidence base on their effectiveness as mental health interventions remains limited. This study combines a scoping review and systematic review to map the variations of peer-led interventions in schools and to evaluate the quality of the existing evidence base. This scoping review and systematic review evaluated the existing literature across 11 academic databases. Studies were included if they reported a peer-led intervention that aimed to address a mental health or wellbeing issue using a peer from the same school setting. Data were extracted from published and unpublished reports and presented as a narrative synthesis. 54 studies met eligibility criteria for the scoping review, showing that peer-led interventions have been used to address a range of mental health and wellbeing issues globally. 11 studies met eligibility criteria for the systematic review with a total of 2,239 participants eligible for analysis (929 peer leaders; 1,310 peer recipients). Two studies out of seven that looked at peer leaders showed significant improvements in self-esteem and social stress, with one study showing an increase in guilt. Two studies out of five that looked at peer recipient outcomes showed significant improvements in self-confidence and in a quality of life measure, with one study showing an increase in learning stress and a decrease in overall mental health scores. The findings from these reviews show that despite widespread use of peer-led interventions, the evidence base for mental health outcomes is sparse. There appear to be better documented benefits of participation for those who are chosen and trained to be a peer leader, than for recipients. However, the small number of included studies means any conclusions about effectiveness are tentative.

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“…A study also showed that depression serves as mediator in the relation between factors of risk for psychosocial behaviour and the idea of suicide (Shilubane, Ruiter, Bos, van den Borne, James, & Reddy, 2013). Certain research studies also show that young people are inclined to risky behaviours more when they are followed or watched by peers (Blakemore, & Robbins, 2012), which suggests the negative potential of a certain adolescent dynamic (King, & Fazel, 2019). Through their education, up to the academic one and further on during studies, most adolescents consider this environment to offer them meaningful relationships with their peers which can have important consequences for their development and confrontation with problems (Prinstein, Boergers, & Vernberg, 2001).…”

Section: Introductionmentioning

confidence: 99%

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mentioning

confidence: 99%

Students’ Mental Health Risks Regarding Susceptibility to Peer Pressure

2021

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Given that adolescents and young people spend most of their time in the educational system, advancements in neurodevelopmental research emphasize the important and complex role of peers’ influence on adolescents’ behaviour, suggesting that supportive programmes led by peers have a strong potential benefit (King, & Fazel, 2019). In many cases peers are the most important source of social support, and are therefore an important target group to investigate the factors of risk, signs of poor mental health and ways to assess their health behaviour and awareness of the care which should be taken regarding their mental health, as well as the resources and prevention models. The wish is to study whether there are differences regarding the mental behaviour in certain characteristics of susceptibility to peer pressure as a risk for the mental health of students of the Faculty of Educational Sciences of the Juraj Dobrila University of Pula and students of the Faculty of Teacher Education of the University of Zagreb, Division of Petrinja (N=440). The set hypothesis states that there is a statistically significant difference among students of the faculty in Pula and those in Petrinja in their assessment of certain features of peer pressure susceptibility as a possible risk for mental health. The results obtained at the x2-test showed a statistically significant difference between certain peer pressure features among students regarding their study environment linked to hanging out with peers who consume drugs and being tempted to try them, getting involved in risky behaviours if their peers ask them to, and betting or gambling because their friends also do that. The results indicate that in smaller communities social control and conformity in the students’ behaviour is more present due to their wish to fit in a peer group as well as possible, suggesting the need for strengthening the positive health behaviour of young people during their whole education in order to secure a healthy and productive adult population.

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Examining the mental health outcomes of peer-led school-based interventions on young people aged between 4 and 18 years old: a systematic review protocol

Cited by 13 publications

References 25 publications

The Contributing Role of Family, School, and Peer Supportive Relationships in Protecting the Mental Wellbeing of Children and Adolescents

The Contributing Role of Family, School, and Peer Supportive Relationships in Protecting the Mental Wellbeing of Children and Adolescents

Examining the mental health outcomes of school-based peer-led interventions on young people: A scoping review of range and a systematic review of effectiveness

Students’ Mental Health Risks Regarding Susceptibility to Peer Pressure

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