Table 1.

Efficacy of school-based interventions on clinical samples targeting pupils with active participation of teachers and/or parents.

Study	Country	Diagnosis	Type of program/FU	Sample size and group	Measures/outcome	Result	Social outcome
Ostberg et al. 2012	Sweden	Attention deficit hyperactivity disorder (ADHD)	Parent and teacher manual-based group training Program 3-month T3	Children Treatment group TG (n=46) Children control group CG (n=46) 61 par./68 teachers Age m=10.95	ADHD Rating Scale ODD symptoms were measured by the eight DSM-IV criteria The Strengths and Difficulties Questionnaire (SDQ)	(Assessed by parents and Teachers) ADHD Rating Scale TG ↓ p <0.01 at T3 ODD symptoms TG ↓ p <0.05 at T3 SDQ TG ↓ p <0.05. at T3 Stronger efficacy assessed by parents	SDQ : Peer relationship problems (5 items) Prosocial behaviour (5 items)
Sayal et al. 2010	United KingdomUni	Attention deficit hyperactivity disorder  (ADHD)	Early school-based screening and educational intervention 5-year follow-up	Children group book only TG (n=81) Children group identification only CI (n=114) Children group book and identification TGI (n=99) Children group no intervention CG (n=84) Age m=7.5	The Strengths and Difficulties Questionnaire (SDQ)	(Assessed by parents and Teachers) SDQ « Stronger efficacy assessed by Teachers	SDQ: Peer relationship problems (5 items) Prosocial behaviour (5 items)
Murray et al. 2011	United States	Attention deficit hyperactivity disorder (ADHD)	Teacher Management Practices for children with ADHD No follow-up	Teachers (n=36) Children intervention group TG (n=46) Attention training control group CG (n=46) Age m=6.5	Teacher Management Questionnaire (TMQ)	(Assessed by Teacher) TMQ subscales: Environmental modification TG ↑ p < 0.001 Behavior modification TG ↑ p < 0.05 Assignment modi-fication TG ↑ p <0 .001 Structure and organization « Instructional modifications «
Drugli et al. 2006	Norway	Oppositional defiant disorder (ODD)	Parent training combined with child therapy on positive discipline strategies, coping and social skills, conflict resolution, playing and cooperation with peers. 1-year follow-up	Children parent training group PT (n=47) Children parent training and therapy group PT+CT (n=52) Waiting-list group WLC (n=28 families) Age m=6	Teacher Report Form (TRF) Preschool Behavior Questionnaire (PBQ) Social Competence and Behavior Evaluation (SCBE) The Wally Child Social Problem-Solving Detective Game (WALLY) Student–Teacher Relationship Scale (STRS)	(Assessed by parents and Teachers) TRF Aggression problems at post-treatment PT+CT vs PT ↓ p<0.05 PT+CT vs t WLC ↓ p<0.01 Aggression problems across post-treatment and follow-up PT+CT ↑ p<0.01 PBQ clinical level at post-treatment PT+CT ↓ p<0.05 clinical level at follow-up PT+CT ↑ p<0.05 WALLY social strategies at post-treatment PT+CT ↑ p<0.001 social strategies at follow-up PT ↑ p<0.05 SCBE « STRS «	WALLY SCBE STRS
Drugli et al. 2007	Norway	Conduct disorders (CD) Oppositional defiant disorder (ODD)	Parent training combined with child therapy on positive discipline strategies, coping and social skills, conflict resolution, playing and cooperation with peers. 1-year follow-up	Children in parent training and therapy group PT+CT  (n=52) Children in parent training group PT (control) (n= 47) Waiting-list group WLC (n=28) Age m=6	The Child Behaviour Checklist (CBCL) The Wally Child Social Problem-Solving Detective Game (WALLY) The Child Loneliness and Social Dissatisfaction Questionnaire (LSC) Social Competence and Behaviour Evaluation (SCBE)	(Assessed by parents and Teachers) CBCL (father reports) from post-treatment and maintained across follow-up PT + CT ↑ p < 0.01 PT ↑ p < 0.05 CBCL (mother ratings) from post-treatment and maintained across follow-up PT + CT ↑ p < 0.05 WALLY Number of pro-social strategies used and maintained across follow-up PT+CT ↑p < 0.01 SCBE « LSC «	CBCL Social competence WALLY LSC SCBE
Hand, et al. 2013	Ireland	ID Intellectual Disability	Evidence-based parenting programs based on social learning models No follow-up	Treatment group participants TG (n = 16) Control group participants CG (n = 13) 42 parents Age m=9	The Strengths and Difficulties Questionnaire (SDQ) The Parenting Stress Index (PSI) The Kansas Parent Satisfaction Scale (KPS) Parent identified personal and child-related goals.	(Assessed by parents) SDQ: (Time × Group) Total difficulties subscales TG ↓ p<0.007 Conduct problems subscales TG ↓ p < 0.027  Hyperactivity «  Emotional problems «  Peer problems «  Pro-social behaviour « Time factor Total difficulties TG ↓ p =0.003 Conduct problems TG ↓ p = 0.009 PSI stress Index (Time × Group) total score TG ↓ p <0. 01 Total TG ↓ p< 0.01). (Time factor)  PSI Total score TG ↓ p < 0.001 Parent Distress TG ↓ p= 0.002 Parent–child relationship difficulties TG ↓p= 0.004  Difficult child measure « KPS Satisfaction Scale « Parent defined child-related goals (Time × Group) child-related goals TG↑ p < 0.001. (Time effect) TG v sCG ↑ p < 0.001	SDQ : Peer relationship problems (5 items) Prosocial behaviour (5 items)
Jorm, et al. 2010	Australia	Mental disorders (Depression,Anxiety Psychosis, Behavioural disorders	Teachers educational programs on common mental disorders in Adolescents and student welfare 6 months follow-up	Teachers Intervention group TIG (n=221) Teachers Control group TCG (n=106) Students in intervention group SIG (n= 982) Students Control group SCG (n= 651) Age m=9	Teacher outcomes: mental health knowledge Personal stigma items: % strongly disagree Perceived stigma items: % ≥ agree Help given towards students: % ≥ occasionally Confidence in helping students and staff with mental health problems % ≥ quite a bit School policies on student mental health Interacting with colleagues: % ≥ occasionally Seeking Additional Mental health information: % ≥ occasionally Teacher mental health Student outcome: Mental health knowledge Beliefs and intentions about where to seek help for depression Personal stigma: % strongly disagree Perceived stigma: % ≥ agree Help received from teacher Student Mental Health	(Assessed by Clinicians) (Teacher) knowledge TIG ↑ p <0.001 and maintained at follow-up P < 0.001. Perceived stigma (OR) TIG ↑ p = 0.031 and maintained at follow -up See other people as reluctant to disclose TIG ↑ p= 0.041 and maintained at follow -up Intentions towards helping students (OR) Teachers more likely to discuss their concerns with another teacher TIG ↑ p = 0.013 and maintained at follow -up Discuss their concerns with a counsellor (OR) TIG ↑ p = 0.023 and maintained at follow -up Have a conversation with the student (OR) TIG ↑ p = 0.162 and maintained at follow -up School policy of mental health (OR) TIG ↑ p=0.019 and maintained at follow -up Policy had been implemented in the previous month (OR) TIG ↑ p= 0.070 and maintained at follow-up (Student) Mental health knowledge Report that they received information about mental health problems SIG ↑ P < 0.001 Beliefs and intentions about where to seek help for depression (Student outcome) « Personal stigma: % strongly disagree (Student outcome) « Perceived stigma: % ≥ agree Stigma perceived in others (OR) SIG ↑ p= 0.006. Help received from teacher « Student Mental Health «	Students Personal Stigma Items: % Strongly Disagree Perceived Stigma Items: % ≥ Agree Teachers Personal Stigma: % Strongly Disagree Perceived Stigma: % ≥ Agree
Mifsud, et al. 2005	Australia	Anxiety	Cognitive Behavioral Therapy Treatment groups (8-10 children) with parents collaboration 4-Month Follow-up	Treatment group TG (n= 92) Active intervention waitlist control CG (num not reported) Age m=9.5	Spence Children’s Anxiety Scale (SCAS) Children’s Automatic Thoughts Scale (CATS) Spence Children’s Anxiety Scale-Parent Version (SCAS-P) (Sec.) Child Behavior Checklist-(CBCL) Teacher Rep.	(Assessed by Clinicians) SCAS TG ↓ p < 0.005 and maintained at follow-up CATS TG ↓ p = .001 and maintained at follow-up SCAS-P↔ CBCL ↔	SCAS: sub-scale s Social phobia CATS: (9 items) CBCL: Social problems
Masia et al. 2005	United States	Anxiety	Skills training intervention on adolescents and participation of parents and teachers on psychoeducation groups 9-month follow-up	Intervention group (SASS) TG ( n=21) Control group WL (n=17) Age m=14.8	Self-Report Inventories (ADIS-PC) Severity Social Phobic Disorders Severity and Change Form (SPDSCF) Liebowitz Social Anxiety Scale for Children and Adolescents (LSAS-CA) Children’s Global Assessment Scale(CGAS) Social Phobia and Anxiety Inventory for Children (SPAI-C) Social Anxiety Scale for Adolescents (SAS-A) Self-Report Inventories Loneliness Scale Parent Report: Social Anxiety Scale for Adolescents (SAS-AP)	(Assessed by Clinicians) ADIS-PC Severity (Group × Time) TG ↓ p < .0001 SPDSCF (Group × Time) TG ↓ p < .0001 LSAS-CA (Group × Time) Total score, TG ↓ p = .03, Total Avoidance subscale TG ↓ p = .03, Social Avoidance subscale TG ↓ p = .04. Performance Anxiety TG ↓ , p = .053 Total Anxiety TG ↓ p = .056. CGAS (Group × Time interaction) TG ↑ p < .0001 SPAI-C Social phobia symptoms TG ↓ p = .052. SAS-A(significance was found in one subscale out of three) (Group × Time effect) social anxiety in new situations TG ↓ p = .03. SAS-AP(parent reports) Social anxiety in new situations TG ↓ p = .02. FNE ↔ SAD-General subscales. ↔ (CDI) ↔ (interpersonal Problems)	SPDSCF LSAS-CA SPAI-C SAS-A (AP) CDI: (interpersonal Problems) Self-Report Inventories Loneliness Scale ADIS-PC: social phobia items C-GAS: Children's global assessment scale (the area of interaction with with friends)
Bernstein, et al. 2005	United States	Anxiety	Group cognitive-behavioral therapy (CBT) for children Group 6-month follow-up.	Treatment group CBT for children TG (n = 17), Treatment group CBT for children plus parent training TPP (n = 20), No-treatment control group (n = 24). Age m=9.0	Child and Parent Interview Schedules (ADIS) Multidimensional Anxiety Scale for Children (MASC-C) Screen for Child Anxiety Related Emotional Disorders (SCARED) Clinical Global Impressions (CGI) Services Questionnaire (developed for use in this study)	(Assessed byParentand Clinicians) ADIS Composite CSR TG+TPP ↑ p= .03 TPP ↑ p= .06 Child-Interview TG+TPP ↑ p = .045 CGI TG+TPP ↑ p = .06 TPP ↑ p= .02). MASC (group × time) TG+TPP ↑ p= .006 SCARED(group × time) TG+TPP↓ p= .001 MASCTotal TPP ↑p= .02. SCARED indic. TPP ↑ p= .000.	ADIS: social phobia items MASC: The Social Anxiety scale Humiliation/Rejection subscale