Evidence map›Paper›PMID 40259861›Full record

ArticleEarly intervention in psychiatry2025

Mixed-Methods Evaluation of the Expanded Implementation of Supported Education Within Community Youth Mental Health Services.

Oliver Ardill-Young, Scott Teasdale, Antonia Ottavio, Hannah Galley, Rose Singh, Ruby King, Philippa Levy, Alana Scully, Gina Chinnery, Jennifer Nicholas and 2 more

Erratum issuedAbstract read
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In one paragraph

Article in Early intervention in psychiatry, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
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

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

12 authors.

Oliver Ardill-YoungDiscipline of Psychiatry and Mental Health, Faculty of Medicine, University of New South Wales, Kensington, New South Wales, Australia.ORCID https://orcid.org/0000-0002-7983-6999
Scott TeasdaleDiscipline of Psychiatry and Mental Health, Faculty of Medicine, University of New South Wales, Kensington, New South Wales, Australia.ORCID https://orcid.org/0000-0001-6769-8421
Antonia OttavioSouth Eastern Sydney Local Health District, Sydney, New South Wales, Australia.ORCID https://orcid.org/0000-0001-8307-6200
Hannah GalleySouth Eastern Sydney Local Health District, Sydney, New South Wales, Australia.
Rose SinghMindgardens Neuroscience Network, Randwick, New South Wales, Australia.
Ruby KingMindgardens Neuroscience Network, Randwick, New South Wales, Australia.
Philippa LevySouth Eastern Sydney Local Health District, Sydney, New South Wales, Australia.
Alana ScullySouth Eastern Sydney Local Health District, Sydney, New South Wales, Australia.
Gina ChinneryOrygen, Parkville, Victoria, Australia.
Jennifer NicholasOrygen, Parkville, Victoria, Australia.ORCID https://orcid.org/0000-0003-1889-1107
Eóin KillackeyOrygen, Parkville, Victoria, Australia.ORCID https://orcid.org/0000-0001-9649-5551
Jackie CurtisDiscipline of Psychiatry and Mental Health, Faculty of Medicine, University of New South Wales, Kensington, New South Wales, Australia.ORCID https://orcid.org/0000-0001-6884-0098

Funding

James N. Kirby FoundationNSW Ministry of Health
6 · The paper itself

Abstract

aimsEducation is a key goal of young people experiencing mental ill-health and is crucial for many aspects of enjoyable, meaningful lives. However, the completion of education can be a challenge. This paper evaluated the expanded implementation of a targeted education support programme for young people with mental ill-health.

methodsA retrospective chart audit of the 125 young people accessing a range of mental health services in a metropolitan region referred to the intervention between January 2022 and June 2023 was conducted. Education, demographic and administrative data were collected. The primary outcome was engagement in education (both secondary and higher), measured as both maintaining education and engaging in new educational opportunities. Fifteen clinicians were also surveyed on their perspectives on the intervention.

resultsOne-hundred and twenty-two referrals were accepted, 93 young people engaged and 70 were supported to engage with education. Half of the young people who were not engaged in education prior to participating were successfully supported to re-engage. However, the intervention was less integrated between referring services than during a previous pilot phase. Clinicians viewed the intervention as contributing to the development of generalisable skills and enhancing efficacy of care, but viewed a lack of co-location at every site as a substantial barrier to integration.

conclusionsIn a large sample embedded in a real-world setting, the current paper demonstrates positive outcomes of supported education within youth mental healthcare. Further studies are needed to demonstrate efficacy with control groups and to explore the perspectives of young people and carers.

Indexed as

Community Mental Health ServicesMental DisordersAdolescentFemaleHumansMaleProgram EvaluationRetrospective StudiesYoung Adultfunctional recoveryIPSqualitativeservice deliverysupported educationyouth mental health

Identifiers

PMID40259861
PMCPMC12012596

What OpenQuestion holds

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LicenceCC BY-NC-ND
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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.