The Side Effects of Universal School-Based Mental Health Supports
An Integrative Review
Bibliographic Data
| ID | 21423467 |
|---|---|
| Authors | Stephen Macgregor (0000-0001-7466-5695, University of Calgary), Sharon Friesen (0000-0001-9402-2363, University of Calgary), Jennifer Turner (0000-0002-7143-1751, University of Calgary), José F Domene (0000-0002-8889-7005, University of Calgary), Carly A Mcmorris (0000-0002-5164-6210, University of Calgary), Carly McMorris (University of Calgary), Sharon Allan (University of Calgary), Brenna Mesner (University of Calgary), Dennis Sumara (University of Calgary) |
| Year | 2024 |
| Volume | 48 |
| Issue | 1 |
| Pages | 28-57 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Review of Research in Education (JOURNAL) |
| Journal identifiers | ISSN: 0091-732X • E-ISSN: 1935-1038 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0091732x241256628 |
| OpenAlex | W4403808209 |
| Language | EN |
| Citations received | 3 |
| References cited | 50 |
A challenge with universal school-based mental health supports is the limited understanding of potential unintended or unanticipated outcomes. In this review, we examined 47 academic and gray literature sources to address the question, “What are the side effects of universal school-based mental health supports?” We discuss how universal supports can positively impact student mental health, enhance school staff’s knowledge and attitudes in addressing mental health topics, and contribute to an improved school climate. However, universal supports can also lead to school staff feeling the strain of resource and time pressures from integrating mental health programming into demanding schedules, voicing frustrations about or exhibiting resistance to mental health supports, and encountering varied, unpredictable outcomes for different student populations across system contexts
Mathematics education · Mental health · Psychotherapist · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Family and Disability Support Research · Family Support in Illness · Psychology
Health at a Glance 2019
Schools As a Vital Component of the Child and Adolescent Mental Health System
What is good mental health? A scoping review
Six-Month Prevalence of Mental Disorders and Service Contacts among Children and Youth in Ontario
Side effects in education
Developing a whole-school mental health and wellbeing intervention through pragmatic formative process evaluation
Mental health and school dropout across educational levels and genders
A process evaluation of a peer education project to improve mental health literacy in secondary school students
Effectiveness of a pilot school-based intervention on improving scottish students’ mental health
Pisa 2018 Results (Volume III)
Scoping studies
The Implementation of Whole-School Approaches to Transform Mental Health in UK Schools
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |