As children and young people today face ever increasing social, emotional and mental health challenges, schools, as one of the primary systems in children’s lives, are called to broaden their agenda and help to address these challenges. This paper discusses the evaluation of a school-based, universal mental health promotion programme developed recently for the European context. The programme provides a universal curriculum from early years to high school, aiming to promote social and emotional learning and resilience and prevent social, emotional, and behavioural problems in children and adolescents. A total of 7,789 students (and their teachers and parents) from kindergarten to high school across 6 countries in Europe were recruited from 434 classrooms in 124 schools, making use of cluster sampling. A quasi-experimental longitudinal design was used to evaluate the effectiveness of the programme on students’ outcomes by comparing the groups’ outcomes within times (pre-test vs. post-test) and between groups (experimental vs. control group). A total of 779 classroom teachers completed pre-and-post scales measuring students’ social and emotional learning, mental health and academic achievement. Results indicate that the experimental group had significantly larger increase in social and emotional competence and prosocial behaviour, and a decrease in mental health issues (externalising and internalising problems). No significant impact was found for academic outcomes. The findings are discussed in view of the limitations of the study and areas for further research.

Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., et al. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. FRONTIERS IN PSYCHOLOGY, 13, 1-13 [10.3389/fpsyg.2022.925614].

The effectiveness of a school-based, universal mental health programme in six European countries

Grazzani, I;Cavioni, V;Conte, E;Ornaghi, V;Agliati, A;Gandellini, S;
2022

Abstract

As children and young people today face ever increasing social, emotional and mental health challenges, schools, as one of the primary systems in children’s lives, are called to broaden their agenda and help to address these challenges. This paper discusses the evaluation of a school-based, universal mental health promotion programme developed recently for the European context. The programme provides a universal curriculum from early years to high school, aiming to promote social and emotional learning and resilience and prevent social, emotional, and behavioural problems in children and adolescents. A total of 7,789 students (and their teachers and parents) from kindergarten to high school across 6 countries in Europe were recruited from 434 classrooms in 124 schools, making use of cluster sampling. A quasi-experimental longitudinal design was used to evaluate the effectiveness of the programme on students’ outcomes by comparing the groups’ outcomes within times (pre-test vs. post-test) and between groups (experimental vs. control group). A total of 779 classroom teachers completed pre-and-post scales measuring students’ social and emotional learning, mental health and academic achievement. Results indicate that the experimental group had significantly larger increase in social and emotional competence and prosocial behaviour, and a decrease in mental health issues (externalising and internalising problems). No significant impact was found for academic outcomes. The findings are discussed in view of the limitations of the study and areas for further research.
Articolo in rivista - Articolo scientifico
effectiveness; mental health; PROMESH; school-based programme; social and emotional learning; universal intervention;
English
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13
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Cefai, C., Camilleri, L., Bartolo, P., Grazzani, I., Cavioni, V., Conte, E., et al. (2022). The effectiveness of a school-based, universal mental health programme in six European countries. FRONTIERS IN PSYCHOLOGY, 13, 1-13 [10.3389/fpsyg.2022.925614].
Cefai, C; Camilleri, L; Bartolo, P; Grazzani, I; Cavioni, V; Conte, E; Ornaghi, V; Agliati, A; Gandellini, S; Tatalović Vorkapić, S; Poulou, M; Martinsone, B; Stokenberga, I; Simões, S; Santos, M; Colomeischi, A
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/390146
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