Adolescent mental health and academic performance: determining evidence-based associations and informing approaches to support in educational settings Pediatric Research
The data analysed in this review are available from the corresponding author upon request. TY conducted study selection and data extraction, charted, synthesized the data, and drafted the manuscript. JX conceived the scoping review, supervised the review process and reviewed the manuscript. Third, we only included studies disseminated in English or Chinese, which may limit the generalizability of our results to other non-English/Chinese speaking countries. Although we consider that the fields involved in this scoping review change quickly with the acquisition of new knowledge/information in recent 5 years, limiting the literature search within recent 5 years may make us miss some related but relatively old literature. First, this review used the method of the scoping review which adopted a descriptive approach, rather than the meta-analysis or systematic review which provided a rigorous method of synthesizing the literature.
Promoting children and young people’s mental health and wellbeing
- The remaining 12 programs reported by principals were each delivered in fewer than 10 schools, with variable quality of evidence available in support of program effectiveness (Dix et al., 2020).
- Didactic skills can be presented in group format and then individual sessions can be conducted to tailor the intervention to each child.
- Generally, implementation-related information could be found for all five CFIR domains, but some of the subfactors in CFIR seemed to be particularly relevant to implementing SBMHS.
- These resources are a starting point for learning more about mental health.
Their effects on children and adolescents’ mental health were also reviewed. While numerous challenges exist in implementing EBPs in under-resourced schools, the setting offers a tremendous opportunity to increase access to quality mental health care for underserved youth. The third area pertains to finding cost-effective strategies for creating sustainable internal capacity in mental health agencies to support direct service providers (Cammack et al., 2014). Given the existence of effective treatments for mental health concerns common to under-served youth, it is important to continue to explore strategies for disseminating and implementing EBPs in under-resourced school settings. The solutions to the fragmented service delivery system in under-resourced schools would likely include policy changes that further promote integration of services in the community with those in school settings and to reimburse providers for care coordination as advocated in the Community Systems of Care model (Stroul & Manteuffel, 2007).
Services and information
Two reviewers tested the eligibility criteria on 40 articles from the final search. In addition to peer-reviewed journals, reports, and dissertations were included. Simultaneous with developing the search strategy, eligibility criteria for relevant studies were defined . Articles were also found and added through manual searches based on recommendations. After identifying the research question we (1) identified relevant studies, (2) selected studies, (3) charted the data, and (4) collected, summarized, and reported the results.
And (2) How should schools facilitate mental health promotion? Under the subject (appropriate school education model among K-12 students) of this scoping review, multiple related topics (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) were included rather than one specific topic. Therefore, we included a wide range of related studies, summarized a comprehensive understanding of the evidence base, and discussed the interrelationships among the components/factors of school educational models and the cross-cultural gaps in K-12 education across different societies, which may have significant implications for future policy-making. This study focuses on an interdisciplinary topic covering the fields of developmental behavioral pediatrics and education, and the establishment of appropriate school educational models is teamwork involving multiple disciplines including pediatrics, prevention, education, services and policy.
In their evaluation of a school-based program, Mental Illness Education, Rickwood et al. investigated gender differences in the high school participants . A similar combined measure of knowledge and attitudes is used in the current study and will be referred to as “mental health literacy”. The prevalence of mental illness in grades K-12 is a pressing topic in schools, generating increased concern from educators https://www.thecommunityguide.org/findings/mental-health-multi-tiered-trauma-informed-school-programs-improve-mental-health-among-youth.html and the community. While other programs measure intention, Coming Up for AIR measures actual behavior as students can ask for help for themselves or a friend.
Team-Level Factors
Guidance on the 8 principles of a whole school or college approach to promoting mental health and wellbeing. Flexible and widely applicable, evidence-based approaches like the UP-A have much potential to serve youth with internalizing concerns in multiple contexts outside of the clinic-based one for which they were originally designed, and adaptations made based on qualitative feedback will likely make the resulting U-PEACE approach more appealing for wider dissemination in school settings. Because we included only those students, parents, and school personnel who spoke and understood fluent English, we did not capture other important voices in this study.
Bor, W, Dean, AJ, Najman, J, and Hayatbakhsh, R. Are child and adolescent mental health problems increasing in the 21st century? Elements of comprehensive school health included aspects of scope, focus, and approach. This latter approach also included access to health services when required. Summary of key points of global UN agencies’ mental health guidelines and manuals. However, questions still remain as to what is optimal integration of various educational components to form the best model of school education, and how to promote the wide application of the appropriate school educational model.