A new analysis led by researchers from University College London (UCL) and the Anna Freud Centre reveals that whole-class mental health programs in schools have a small but statistically significant effect in reducing symptoms of depression and anxiety among young people.
Published in the journal Frontiers in Child and Adolescent Psychiatry, the study synthesizes results from 71 studies across 22 countries, involving 63,041 children and adolescents aged 8 to 18. Findings indicate that programs based on cognitive behavioral therapy (CBT) are more effective at alleviating anxiety symptoms than those centered on mindfulness or other theoretical approaches.
Dr. Daniel Hayes from UCL’s Department of Behavioural Science and Health, lead author of the analysis, and research leads from the Anna Freud Centre noted that previous evidence on the effectiveness of whole-class mental health interventions has been mixed. They said, “While individual effects are modest, the population-level impact of these programs can be substantial.”
The analysis further found that CBT-based courses, which teach young people to recognize and modify negative thoughts and behaviors, outperform mindfulness-based programs in reducing anxiety symptoms. However, improvements in depressive symptoms did not significantly vary by program type.
With youth mental health becoming a major public health concern, school-based mental health interventions offer a broad-reaching approach to support many students, including those less likely to seek help independently. Universal programs can also reduce stigma by involving entire classes and help promote resilience among all students.
The researchers emphasized that such programs should be integrated into a wider, whole-school approach to mental health and wellbeing. This includes fostering supportive relationships and a sense of belonging within the school community, alongside providing targeted support for students in need.
The review included studies mainly conducted in secondary schools, with interventions delivered by teachers and psychologists. Program duration ranged from single sessions of 30 minutes to weekly sessions over multiple academic years. The study was funded by the UK Department for Education and involved collaboration with multiple universities, including York, Exeter, Manchester, Liverpool John Moores, Edge Hill, Newcastle, Dundee, and Bath.
Professor Jessica Deighton, senior author and director of applied research and evaluation at the Anna Freud Centre, commented: “Although the effect sizes are small, scaling up these programs can meaningfully improve young people’s understanding of mental health and their ability to cope. Future efforts should focus on integrating school and community resources to build stronger support networks.”
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