Table 1.

Summary of Articles Included in the Review

First author, year published Study type	Program Name	Location	Study Type	Sample Size	Aim of Program and Study	MMAT Score
Malti (2008)[36] Program Evaluation: Relationships as key to student development	RALLY	United States	Quasi-experimental, Mixed methods	92 students	- Improved resilience outcomes, learning interest and decrease risk-taking. - Assess program implementation quality	100%
Sibinga (2016)[30] School-Based Mindfulness Instruction: An RCT	Mindfulness-Based Stress Reduction (MBSR)	United States (Baltimore, Maryland)	Randomized, Active Controlled Trial	Interv: 159 students	- Improve psychological functioning to decrease negative effects of stress - Reduce worries about future	50%
Kraag (2009)[39] “Learn Young, Learn Fair”, a stress management program for fifth and sixth graders: longitudinal results from an experimental study	Learn Young, Learn Fair	Netherlands	Cluster Randomized Controlled Trial	Interv: 693 students (26 schools) Control: 732 students (24 schools)	- Improve stress management and coping skills - Reduce anxiety and depression symptoms and incidence	100%
Mishara (2006)[32] Effectiveness of a mental health promotion program to improve coping skills in young children: Zippy’s Friends	Zippy’s Friends	Denmark & Lithuania	Non-randomized Experimental Trial	Students Lithuania: Interv: 314 Control: 104 Denmark: Interv: 322 Control: 110	- Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills	75%
Clarke (2014)[33] Evaluating the implementation of a school-based emotional well-being program: a cluster randomized controlled trial of Zippy’s Friends for children in disadvantaged primary schools	Zippy’s Friends	Ireland	Cluster Randomized Controlled Trial	Interv: 544 students Control: 222 students	- Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills	25%
Dufour (2011)[34] Improving Children’s Adaptation: New Evidence Regarding the Effectiveness of Zippy’s Friends, a School Mental Health Promotion Program	Zippy’s Friends	Canada (Quebec)	Cluster Randomized Controlled Trial	Interv: 310 students (16 classes) Control: 303 students (19 classes)	- Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills	50%
Holen (2012)[35] The effectiveness of a universal school-based program on coping and mental health: a randomized, controlled study of Zippy’s Friends	Zippy’s Friends	Norway	Randomized Controlled Trial	Interv: 686 students (47 classes, 18 schools) Control: 638 students (44 classes, 17 schools)	- Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills	75%
Clarke (2015)[31] Evaluating the implementation of an emotional wellbeing program for primary school children using participatory methods	Zippy’s Friends	Ireland	Participatory Workshop of Randomized Controlled Trial	Interv: 544 students Control: 222 students Workshop:	- Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills	100%
Nielsen (2015)[37] Promotion of social and emotional competence: Experiences from a mental health intervention applying a whole school approach	Up	Denmark	Multi-component Intervention, No Control Group	589 students (2 schools)	- Enhance social and emotional competencies to improve mental health - Increase positivity of school mental health environment	50%
Caldarella (2009)[40] Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum	Strong Start	United States (Utah)	Quasi-Experimental, Non-Equivalent Control Group	26 students	- Prevent future emotional and behavioral problems via the promotion of social and emotional wellbeing	50%
Yamamoto (2017) [38] Effects of the cognitive behavioral You Can Do It! Education program on the resilience of Japanese elementary school students: A preliminary investigation	You Can Do It! Education	Tokyo	Quasi-Experimental, Intervention, Control Group	125 students, intervention n = 78, control group =47	- Evaluate a mental health promotion program’s efficacy in enhancing resilience in schools	100%