Programs in schools to support students' mental wellbeing show potential to improve mental health, particularly in reducing symptoms of depression, anxiety, and distress.

The new Fuse research published in the Journal of Mental Health highlights the pivotal role that school-based interventions have in addressing these challenges. The authors call for further research to better understand interventions and make them more impactful.

In England, it is estimated that 1 in 5 children and young people (8–16 years old) likely have a mental health disorder. Despite this, it is estimated that up to 70% do not receive interventions at an early enough stage.

Research suggests that schools are the main setting in which children and young people can achieve positive mental health and emotional wellbeing through various different interventions, for example those that are based upon the principles of cognitive behavioural therapy (CBT), or which aim to improve young people’s self-help and coping strategies.

Here, Fuse researchers funded by the NIHR School for Public Health Research (SPHR) analysed recent findings from various school-based interventions. They used this to provide a detailed analysis of ‘selective’ (targeting at-risk groups) and ‘indicated’ (for those already exhibiting symptoms) interventions in UK schools. They also consider the long-term sustainability of benefits, and highlights both facilitators and barriers to implementation.

The results highlight that school-based mental health interventions demonstrate potential in bringing about significant improvements in children and young people’s mental health. Particularly in reducing symptoms of depression, anxiety, and distress. Interventions also helped increase self-esteem and resilience, with students reporting better coping mechanisms and more confidence both in and out of school​.

First author and SPHR trainee from Fuse Liam Spencer, said: “Our findings emphasise that school-based mental health interventions are essential in supporting young people. By addressing accessibility and sustainability challenges, we can ensure that these types of interventions are tailored to provide lasting benefits – preventing more severe mental health issues developing in the future.”

The findings underscore the importance of embedding mental health interventions within schools and ensuring their accessibility to students in need.

Currently, a bill for children’s wellbeing is being passed through parliament. If passed, it will mean there is more money available for schools, including to provide mental health support.

It is hope that policymakers and other stakeholders use these findings to advocate for increased investment in school-based mental health programmes, improved referral pathways, and addressing barriers like negative attitudes and limited communication between schools and families​.

Read the research: Selective and indicated UK school-based mental health interventions: a systematic review and narrative synthesis

Image: Photo by RDNE Stock project

Adapted with thanks to NIHR School for Public Health Research