Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs
Bibliographic Data
| ID | 10923976 |
|---|---|
| Authors | Amanda W G van Loon (0000-0001-6843-4102, Utrecht University, corresponding author), Hanneke E Creemers (0000-0001-8834-5895, University of Amsterdam), Wieke Y Beumer (0000-0001-5239-5719, Utrecht University), Ana Okorn (0000-0002-7911-6633, Utrecht University), Simone Vogelaar (0000-0001-5603-5470, Leiden University), Nadira Saab (0000-0003-0751-4277, Leiden University), Anne C Miers (0000-0001-5077-4731, Leiden University), P Michiel Westenberg (0000-0001-9138-7703, Leiden University), Jessica J Asscher (0000-0002-8169-4301, Utrecht University) |
| Year | 2020 |
| Volume | 49 |
| Issue | 6 |
| Pages | 1127-1145 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Youth and Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0047-2891 • E-ISSN: 1573-6601 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10964-020-01201-5 |
| PMID | 32034632 |
| OpenAlex | W3004696963 |
| Language | EN |
| Citations received | 43 |
| References cited | 89 |
Increased levels of psychological stress during adolescence have been associated with a decline in academic performance, school dropout and increased risk of mental health problems. Intervening during this developmental period may prevent these problems. The school environment seems particularly suitable for interventions and over the past decade, various school-based stress reduction programs have been developed. The present study aims to evaluate the results of (quasi-)experimental studies on the effectiveness of school-based intervention programs targeting adolescent psychological stress and to investigate moderators of effectiveness. A three-level random effects meta-analytic model was conducted. The search resulted in the inclusion of k = 54 studies, reporting on analyses in 61 independent samples, yielding 123 effect sizes ( N = 16,475 individuals). The results indicated a moderate overall effect on psychological stress. Yet, significant effects were only found in selected student samples. School-based intervention programs targeting selected adolescents have the potential to reduce psychological stress. Recommendations for practice, policy and future research are discussed
Developmental psychology · Health psychology · Inclusion (mineral · Intervention (counseling · Legal psychology · Mental health · Meta-analysis · Psychiatry · Psychological intervention · Public health · School dropout · School psychology · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Medicine · Psychology · Resilience and Mental Health · Social Psychology
Resilience, Family Functioning, and Psychological Well-Being
Improving mental health in high school students shortly before their final exams — a pilot study of a stress management intervention
A collaborative, school-based wraparound support intervention for fostering children and youth's mental health
The Effectiveness of School-Based Skills-Training Programs Reducing Performance or Social Anxiety
Exploring transdiagnostic factors of internalizing and externalizing symptoms in transitional-age youth
Implementing a training program to promote mindful, empathic, and pro-environmental attitudes in the classroom
Effects of private tutoring intervention on students’ academic achievement
What Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children
The Effect of a Yoga‐Based Stress Management Program on Depression, Anxiety, Stress and Psychological Well‐Being in Adolescents
Centering Adolescents' Voices
The Healthy Learning Mind Project
The mediating role of self‐control between stress and procrastination among adolescents
Positive impacts of a universal trauma-informed intervention on student mental health
We need better ways to help students avoid the harms of stress
Effectiveness of the school‐based internet intervention StresSOS for the prevention of mental health problems in young people
Reciprocal effects of mathematics performance, school engagement and burnout during adolescence
Shattered Safety? Developmental Trajectories for Conspiracy Mentality and Violent Extremist Attitudes
Effects of Classroom-Based Psychoeducational Interventions
Implementation evaluation of an intervention aimed at reducing test anxiety in adolescents
The practice of scaling landscape-based fertilizer advisory in Ethiopia
Effects of three prophylactic interventions on French middle-schoolers’ mental health
Chinese school adolescents’ stress experience and coping strategies
Moderators of pre-post changes in school-based mental health promotion
School-Related Stressors and the Intensity of Perceived Stress Experienced by Adolescents in Poland
Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention—The Effectiveness at First Follow-Up
The Intersection of Personality Dimensions with Stress Relief Strategies in Adolescence
Reducing Anxiety and Social Stress in Primary Education
The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress
Tracking narrative change in post-intervention focus groups for teachers
Colleen E. Carney
Matthew D. Dewar
Supporting Stressed Students
Socio‐ecological domains and adolescent mental health
Prepandemic Risk Factors of Covid‐19‐Related Concerns in Adolescents During the Covid‐19 Pandemic
Navigating educational options and future attainments
Have performance-based educational reforms increased adolescent school-pressure in Sweden? A synthetic control approach
Self-Reported Stressors in Early Adolescence
The effectiveness of interventions for youth that activate the social network
Identifying Salient Stressors of Adolescence
School-based Mental Health Interventions Targeting Depression or Anxiety
Early Antecedents of School Burnout in Upper Secondary Education
The Mediation of Family Context and Youth Depressive Symptoms by Adolescent Emotion Regulation
Dyadic Effects of Stress on Family Life Satisfaction in Mothers and Adolescents
Cooperative learning in middle school
A meta-analytic review of depression prevention programs for children and adolescents
The Teenage Brain
Fitting three-level meta-analytic models in R
Mediators and Moderators of Treatment Effects in Randomized Clinical Trials
The Scientific Base Linking Social and Emotional Learning to School Success
School-based depression and anxiety prevention programs for young people
A Process for Systematically Reviewing the Literature
Burnout
The effectiveness of Multisystemic Therapy (MST)
Improved tests for a random effects meta‐regression with a single covariate
Stressors and Turning Points in High School and Dropout
Mindfulness Interventions with Youth
Three-level meta-analysis of dependent effect sizes
A Nonparametric “Trim and Fill” Method of Accounting for Publication Bias in Meta-Analysis
Trim and Fill
Bias in meta-analysis detected by a simple, graphical test
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Preliminary outcomes of a mindfulness-based programme for Hong Kong adolescents in schools
Burnout among high school students
A Systematic Review and Meta-Analysis of School-Based Stress, Anxiety, and Depression Prevention Programs for Adolescents
Can an Emotional Intelligence Program Improve Adolescents' Psychosocial Adjustment? Results from the Intemo Project
School related stress in early adolescence and academic performance three years later
Reducing Stress and Enhancing Academic Buoyancy among Adolescents Using a Brief Web-based Program Based on Acceptance and Commitment Therapy
School-based Stress Management Training for Adolescents
A Cluster Randomized-Controlled Trial of the MindOut Social and Emotional Learning Program for Disadvantaged Post-Primary School Students
Evaluation of Yoga for Preventing Adolescent Substance Use Risk Factors in a Middle School Setting
Improving Schools in Difficult Contexts
The Impact of Enhancing Students' Social and Emotional Learning
The file drawer problem and tolerance for null results
| Unique citing works | 43 |
|---|---|
| Citations per year | 7,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 43 |