Mental health promotion and problem prevention in schools: what does the evidence say?

By K. Weare, Melanie Nind. Health Promotion International, 2011

968 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/4454bbf6753e28c3862ff4a3a888c5538101a482

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

In Education

In Speech and Hearing

Citations in the corpus

Effectiveness of Mindfulness Interventions for Mental Health in Schools: a Comprehensive Meta-analysis (2017, background): “Educational settings are in a unique position to support students’ mental health as school services (1) are extremely accessible, (2) can help decrease the stigma associatedwithmental illness, and (3) can be cost-effective relative to clinical or hospital support (Carsley and Heath 2015; Mazzer and ”
Social determinants of mental health (2014, neutral): “Universal approaches include changes to the school ethos, liaising with parents, special teacher training, educating parents, community involvement, and collaborating with external agencies (Weare & Nind, 2011).”
The social determinants of mental health and disorder: evidence, prevention and recommendations (2024, background): “A 2011 umbrella review concluded that these programs are effective in reducing external izing problems 339 .”
The relationships between school climate and adolescent mental health and wellbeing: A systematic literature review (2018, positive): “…may result in improvements in the mental health of all students, regardless of their pre-existing state of health (Adelman & Taylor, 2010; Huppert, 2004, 2005; Reinke, Stormont, Herman, Puri, & Goel, 2011; Weare & Nind, 2011; Wells, Barlow, & Stewart-Brown, 2003; World Health Organization, 2009).”
How Schools Enhance the Development of Young People’s Resilience (2019, background): “Increasingly, educators, school managers and school-affiliated service providers are expressing concern about the sustainability of programmatic pathways to resilience (Weare and Nind 2011) and instead promoting more support for informal systems of care.”
Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis (2018, background): “…engage all staff, reinforce skills outside of the classroom such as hallways and playgrounds, support parental engagement, and coordinate work with outside agencies (Barry et al. 2017; Jones and Bouffard 2012; Weare and Nind 2011; Ttofi and Farrington 2011; Adi et al. 2007a, b;Wilson et al. 2003).”
Mindfulness interventions in schools: Integrity and feasibility of implementation (2020, background): “The successful development of an evidence base relating to MBIs and mental health in adults has seen the expansion of mindfulness to youth (Weare & Nind, 2011), including implementation in schools.”
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. (2017, background): “In their review of 46 meta-analyses and narrative reviews involving hundreds of studies and more than a half million students, Weare and Nind (2011) indicated that school-based universal promotion programs produced positive impact immediately following intervention but that the long-term effects of…”
Self-esteem and mental health in adolescents – level and stability during a school year (2019, background): “The school context may especially be important to facilitate intrapersonal and interpersonal resources in adolescents given the school’s role as an important learning- and developmental arena for students, where school professionals and school health services have the potential to collaborate closel”
What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. (2015, background): “The findings from international research (Well et al., 2003; Adi et al., 2007a; Weare and Nind, 2011) and”
Developing mindfulness with children and young people: a review of the evidence and policy context (2013, background): “The structure of SEL programmes, many of which contain regular curriculum-based lessons which spiral through the years of schooling, explicitly building emotional and social skills, often supported by staff development and whole school approaches, offers a promising framework into which mindfulness ”
A Non-Randomised Feasibility Trial Assessing the Efficacy of a Mindfulness-Based Intervention for Teachers to Reduce Stress and Improve Well-Being (2016, background): “Reviews suggest that any school-based approach to promoting mental health should start with the mental health of teachers (Weare and Nind 2011).”