Primary School Mental Health

Systematic Review of Resilience-Enhancing, Universal, Primary School-Based Mental Health Promotion Programs

Amanda Fenwick-Smith, Emma E. Dahlberg, Sandra C. Thompson

Universal, resilience-focused mental health programs delivered in primary schools can improve primary school-aged children’s coping skills and everyday stress management. Teachers can successfully deliver these programs, giving them practical tools to support students.

Mental Health Interventions in Schools in High-Income Countries

Dr. Mina Fazel, D.M., Prof. Kimberly Hoagwood, Ph.D., Sharon Stephan, Ph.D., Prof. Tamsin Ford, Ph.D.

Review of school mental health interventions in high‑income countries, including the United States and Europe. Shows that school‑based approaches integrated within education systems can support children’s mental health and educational outcomes, and highlights the role of teachers and schools in early support.

A Systematic Review of the Effectiveness of Mental Health Promotion Interventions for Young People in Low and Middle Income Countries

Margaret M. Barry, Aleisha M. Clarke, Rachel Jenkins, Vikram Patel

Systematic review of school‑ and community‑based mental health promotion for ages 6–18 in low and middle‑income countries. School‑based programs that teach social, emotional, coping, and life skills show positive effects on wellbeing and behaviour.

Barriers to Supporting Children's Mental Health in Australian Primary Schools: Perspectives of School Staff

A. Connolly, A. Giles-Kaye, A. Smith, G. Dawson, R. Smith, S. Darling, F. Oberklaid, J. Quach

Qualitative study of primary‑school staff found that teachers and school personnel struggle to identify and support children’s mental health due to limited training, confidence, and resources. Staff emphasise the need for stronger mental health capacity building, classroom strategies, and schoolwide supports to better help primary school‑aged children.

School-Based Interventions for Resilience in Children and Adolescents: A Systematic Review and Meta-Analysis of Randomized Controlled Trials

Chenyi Cai, Zhengyang Mei, Zirui Wang, Shi Luo

Meta-analysis of 21 school-based programs shows small improvements in children’s and adolescents’ resilience. Programs delivered in classrooms suggest teachers play a key role in supporting coping and adaptation.