ArticleFrontiers in psychology2022
The effectiveness of a school-based, universal mental health programme in six European countries.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 31 papers.
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Who cites it
31 citing papers in PubMed, 63 citations in OpenAlex.
- The effect of universal school-based mindfulness on anhedonia and emotional distress and its underlying mechanisms: A cluster randomised controlled trial via experience sampling in secondary schools.Behaviour research and therapy · 2023Trial
- Unlocking Youth Creativity: The Power of Socioemotional Skills.Children (Basel, Switzerland) · 2026Article
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- Implementing PROMEHS to Foster Social and Emotional Learning, Resilience, and Mental Health: Evidence from Croatian Schools.Children (Basel, Switzerland) · 2026Article
- Compassionate mind training as school-based social and emotional learning: extension to younger pupils and effects of programme dosage.Frontiers in psychology · 2026Article
- From community diagnosis to policy dialogue: co-creating childhood obesity prevention strategies in rural and urban Portugal.Frontiers in public health · 2026Observational
- Effectiveness of resilience-based interventions to promote mental well-being among secondary school children: a systematic review.Frontiers in psychiatry · 2026Review
- Mental health support in German schools: a cross-sectional survey study of principals on demand vs. provision of support services.Frontiers in public health · 2026Article
- Article
- Students' Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two European Countries.Behavioral sciences (Basel, Switzerland) · 2025Article
- The Effects of a SWELE Program on Mental Wellbeing Among Children and Adolescents With Special Educational Needs and Disabilities: A Quasi-Experimental Study.Journal of applied research in intellectual disabilities : JARID · 2025Article
- School-Based Participatory Arts for Psychosocial Adjustment and Well-Being in Health Emergencies: An Embedded Mixed-Methods Study.Healthcare (Basel, Switzerland) · 2025Article
- Mapping the Evolution of Social and Emotional Learning Research in Primary Education Contexts: A Bibliometric and Thematic Analysis.Journal of Intelligence · 2025Article
- Timmy's Trip to Planet Earth: The Long-Term Effects of a Social and Emotional Education Program for Preschool Children.Children (Basel, Switzerland) · 2025Article
- The Perniciousness and Promise of School-Based Mental Health Service Delivery for Youth.Research on child and adolescent psychopathology · 2025Review
- Efficacy of a Positive Psychology Intervention in Enhancing Optimism and Reducing Depression Among University Students: A Quasi-Experimental Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Patterns of self-harm presentations at a Tertiary Urban Hospital in Kenya: A retrospective 5-year study (2018-2022).PloS one · 2025Article
- Promoting theory of mind and emotion understanding in preschool settings: an exploratory training study.Frontiers in psychology · 2024Article
- Assessing metarepresentational abilities in adolescence: an exploratory study on relationships between definitional competence and theory of mind.Frontiers in psychology · 2024Article
- Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences.Frontiers in psychology · 2024Article
Corrections and comments
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Authors and funding
16 authors at 7 institutions in 7 countries.
Funding
No grant is acknowledged in the PubMed record.
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.
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