Evidence map›Paper›PMID 35300632›Full record

SynthesisBMC public health2022

What is the impact of structural and cultural factors and interventions within educational settings on promoting positive mental health and preventing poor mental health: a systematic review.

David Troy, Joanna Anderson, Patricia E Jessiman, Patricia N Albers, Joanna G Williams, Seamus Sheard, Emma Geijer-Simpson, Liam Spencer, Eileen Kaner, Mark Limmer and 2 more

Open access · goldAbstract readSystematic Review
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in BMC public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers, 3 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
16citing papers in PubMed, 3 pooled it
5.8field-weighted citation impact, top 3% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

16 citing papers in PubMed, 3 syntheses or guidelines pooled it, 33 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors at 6 institutions in 1 country.

David TroyBristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK. david.troy@bristol.ac.uk.
Joanna AndersonDepartment of Psychiatry, University of Cambridge, Cambridge, UK.
Patricia E JessimanBristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK.
Patricia N AlbersBristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK.
Joanna G WilliamsBristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK.
Seamus SheardMedical School, University of Exeter, Exeter, UK.
Emma Geijer-SimpsonPopulation Health Sciences Institute, Newcastle University, Newcastle, UK.
Liam SpencerPopulation Health Sciences Institute, Newcastle University, Newcastle, UK.
Eileen KanerPopulation Health Sciences Institute, Newcastle University, Newcastle, UK.
Mark LimmerFaculty of Health and Medicine, Lancaster University, Lancaster, UK.
Russell VinerPopulation, Policy and Practice Department, University College London, London, UK.
Judi KidgerBristol Medical School, Population Health Sciences, University of Bristol, Bristol, UK.
University of Bristol · GBNewcastle University · GBLancaster University · GBUniversity College London · GBUniversity of Cambridge · GBUniversity of Exeter · GB

Funding

Department of Health
6 · The paper itself

Abstract

Mental health (MH) difficulties are on the increase among children and young people (CYP). Evidence has shown that educational settings contain both risk and protective factors for MH. This review investigated which structural and cultural factors and interventions within educational settings promote positive MH and prevent poor MH in 4-18 year olds. Searches were conducted in PsychINFO, Embase, ERIC, ASSIA and British Education Index, and reference lists from key studies and relevant systematic reviews were hand-searched. Intervention, cohort, and qualitative studies were included. Of the 62 included papers, 36 examined cultural factors (30 social/relational and six value-related) while 12 studies examined structural factors (eight organisational and four physical) and 14 studies examined multiple factors. There was strong evidence for the impact of positive classroom management techniques, access to physical activity, and peer mentoring on student MH. Studies examining the impact of positive school culture, teacher training in MH and parent involvement in school MH activities also found predominantly positive results for student MH, albeit the evidence was of lower quality or from a low number of studies. Few studies explicitly examined the impact of interventions on MH inequalities; those that did indicated limited if any reduction to inequalities. A very small number of studies suggested that interventions targeting those at risk of poor MH due to socioeconomic factors could successfully improve wellbeing and reduce depression, anxiety and behavioural problems. Studies exploring the effect of management and leadership strategies within schools, policies, and aspects of the physical environment other than green space were scarce or absent in the literature. This review highlights the need to consider the ways in which educational settings are organised, the culture that is created and the physical space in order to improve the MH of CYP.

Indexed as

Mental HealthSchoolsAdolescentAnxietyChildExerciseHumansQualitative ResearchMental healthSchool environmentSystematic review

Identifiers

PMID35300632
PMCPMC8927746
OpenAlexW4221130879

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.