Effects of School-Based Interventions on Mental Health Stigmatization
Author Information
Author(s): Howard M. Schachter, Alberta Girardi, Mylan Ly, Denise Lacroix, Andew B. Lumb, Judith van Berkom, Ritu Gill
Primary Institution: Provincial Centre of Excellence for Child and Youth Mental Health at CHEO, Ottawa, Ontario, Canada
Hypothesis
Can school-based interventions effectively prevent or eliminate mental health stigmatization in students aged 18 years or younger?
Conclusion
The study found that while there is suggestive evidence for the effectiveness of school-based interventions in reducing mental health stigma, significant limitations in the existing research prevent conclusive inferences.
Supporting Evidence
- Forty relevant studies were identified, but only qualitative synthesis was appropriate.
- Five limitations within the evidence base hindered drawing conclusive inferences.
- Certain suggestive evidence supports the development of a curriculum fostering empathy.
Takeaway
This study looked at how schools can help kids be nicer to others with mental health problems, but it found that we need to do more research to know what really works.
Methodology
A systematic review of published and unpublished studies on school-based interventions aimed at reducing mental health stigma in children and adolescents.
Potential Biases
Potential biases include self-selection of participants and lack of control groups in many studies.
Limitations
The evidence base was limited by poor reporting quality, lack of randomized controlled trials, and inconsistent results.
Participant Demographics
Participants were primarily high school students, with some studies including children as young as five.
Digital Object Identifier (DOI)
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