ArticleBJPsych open2025
Evaluation of a nationwide whole-school approach to mental health and well-being in 40 149 Australian secondary school students: cluster quasi-experimental study.
Article in BJPsych open, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Trial
- WhySchool project: effects of a school-based mental health literacy programme on teachers and school health professionals.BJPsych open · 2026Article
- Revisiting 15 000 hours: towards sustainable school systems for mental health, well-being and learning.BJPsych open · 2025Article
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Authors and funding
4 authors.
Funding
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Abstract
backgroundAdolescence is the peak life stage for the development of mental illness. Whole-school approaches to mental health and well-being, modelled on the World Health Organization's Health-Promoting Schools Framework, hold vast potential in this developmentally sensitive period. However, the evidence base for these interventions is inconclusive.
aimsOur study examines the effectiveness of The Resilience Project School Partnership Program, a whole-school intervention involving students, teachers and parents, centred around concepts of gratitude, empathy, emotional literacy and mindfulness.
methodsA quasi-experimental study with an intervention and a control arm was used to evaluate the programme in 40 149 students across 102 schools in 2023. Data collected included sociodemographic information and outcomes derived from validated scales, comprising life satisfaction, hope, coping skills, anxiety and depression. Intervention schools were stratified by the number of years they had implemented the programme, and mixed-effects regression models were used to evaluate the programme.
resultsAfter adjusting for confounders, participants at schools who had been implementing the programme for 6 years or longer demonstrated significantly better outcomes across all five domains (life satisfaction:
conclusionsOur findings indicate that whole-school interventions may require long-term investment to realise their potential and highlight implementation duration as an important consideration for future evaluations of whole-school interventions.
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