Table 1.
Information about the studies.
| Authors, Year |
Country | Data Collection |
Target Intervention Group |
Participating Actors | Type of Issue |
Intervention Name/Goal | Intervention Type |
|---|---|---|---|---|---|---|---|
| Anderson-Butcher et al. [42] | USA | Quantitative | Students in 3rd, 6th, 8th, and 12th grades |
School, health-care providers, social service | Students at risk for poor academic and developmental outcomes |
Ohio Community Collaboration Model for School Improvement (OCCMSI). Help schools and districts expand improvement efforts for at-risk children. |
Selective |
| Atkins et al. [43] | USA | Quantitative | School teachers in urban, deprived areas |
School and mental health services | ADHD | Increase the use of practices for children with ADHD. | Selective |
| Axberg et al. [44] | Sweden | Quantitative | Youth with externalizing problems |
School, mental health services |
Externalizing behavior | Marte Meo (MM) and Coordination Meeting (CM). Help children with externalizing problems and help their families. |
Indicated |
| Baxendale et al. [45] | USA | Qualitative | Youth with communication needs |
School, health care | Communication disorder | The Social Communication Intervention Project (SCIP). Enhance communication skills. |
Indicated |
| Bellinger et al. [46] | USA | Quantitative | Children (ages 3–8) who experienced frequent noncompliance at home and school |
School, mental health services |
Behavioral and emotional problems | Conjoint Behavioral Consulting (CBC). Address student needs via evidence-based interventions, involve and engage families in their child’s education, and facilitate partnerships and build relationships between schools and families. |
Indicated |
| Bhatara et al. [47] | USA | Qualitative | Teachers | School, mental health services, social services | ADHD | Swanson, Kotkin, Agler, M-Flynn and Pelham Scale-Teacher Version (T-SKAMP). Promote grading efficacy for children with ADHD. | Universal |
| Bruns et al. [48] | USA | Quantitative | All students at a public elementary school |
School, mental health services |
Emotional and behavioral problems | Expanded School Mental Health (ESMH). Provide school-based mental health services. |
Universal |
| Capp [49] | USA | Qualitative | School students and staff and parents | School, mental health services |
Diagnosable mental health disorders | Our Community, Our Schools (OCOS). Provide easy access to mental health promotion and treatment for students and their families, including access for those without insurance. |
Universal |
| Clarke et al. [50] | UK | Mixed | School nurses and elementary school students, aged 10–11, in deprived areas | School, mental health services, and social services |
General mental health issues | Facilitate accessible mental health support for young people, provide a problem- solving model for adolescents who have mental health issues, and support the role of school nurses by enhancing of their skills in mental health. |
Universal |
| Fazel et al. [51] | UK | Quantitative | Refugee children and school staff | Schools and mental health services | Risk of emotional and behavioral problems |
Provide a mental health service for refugees. |
Selective |
| Fiester and Nathanson [52] | USA | Qualitative | School students | Schools and health-care providers | General mental health issues | Provide violence prevention and mental health services. |
Universal |
| Foy and Earls [53] | USA | Qualitative | Community stakeholders, teachers, and parents | Schools and health-care providers | ADHD | Increase practice efficiency and improve practice standards for children with ADHD. |
Indicated |
| Goodwin et al. [54] | USA | Quantitative | Children older than 5 years in child-care centers, preschools, or in a child-care provider’s home care |
Schools, mental health services, and health-care providers | Emotional or behavioral problems |
The Childreach program. Decrease violent and aggressive behavior in preschool-age children. |
Selective |
| Hunter et al. [55] | UK | Qualitative | Students in secondary education |
Schools and mental health services | General mental health issues |
Enhance the effectiveness of the interface between primary care and specialist CAMHS services. |
Universal |
| Jaatinen et al. [56] | Finland | No info | Children and adolescence |
Schools, mental health services, health-care providers, and social services | Mental health and psychosocial problems |
Provide psychosocial support for schoolchildren via networking family counselling services. |
Universal |
| Jennings et al. [57] | USA | Mixed | Youth in an urban school district and their families |
Schools and mental-health services |
General mental health issues |
Dallas (Texas) public school initiative. Provide physical health, mental health, and other support services for students and their families. |
Universal |
| Juszczak et al. [58] | USA | Quantitative | All children who visited a clinic or school mental-health service |
Schools and health-care providers | General mental health issues |
School-Based Health Centers. Facilitate access to care. |
Universal |
| Khan et al. [59] | Australia | Qualitative | Secondary- school students |
Schools, mental health services, and health-care providers | General mental health |
MindMatters. Improve health, well-being, and education outcomes in secondary schools in south-west Sydney. |
Selective |
| Kutcher and Wei [60] | Canada | Mixed | School students | Schools, mental-health services, health-care providers, and social services |
General mental health services |
The School-Based Pathway to Care Model. Enhance the collaboration between schools, health-care providers, and community stakeholders to meet the need for mental-health support for adolescents. |
Universal |
| Li-Grining et al. [61] | USA | Quantitative | All caregiving adults (e.g., teachers) and children from a preschool |
Schools, mental-health services, and social services |
General emotional and behavioral issues |
Chicago School Readiness Project (CSRP). Promote low-income young children’s school readiness by creating emotionally supportive classrooms and by fostering preschoolers’ self-regulatory competence. |
Universal |
| Maddern et al. [62] | UK | Mixed | Children with severe emotional and behavioral problems and their parents |
Schools and mental-health services |
Severe emotional and behavioral problems | Promote children’s cooperative skills and anger management. |
Indicated |
| Mcallister et al. [63] | Australia | Quantitative | 13-year-old children in rural areas | Schools and mental-health services |
Psychological distress | Icare-R. Promote mental health. |
Universal |
| Mckenzie et al. [64] | UK | Quantitative | Students in a rural area and guidance staff | Schools and mental-health services |
General mental health issues |
Provide community-based school counselling services. | Universal |
| Mellin and Weist [65] | USA | Qualitative | Elementary/middle (combined in this district) and high school students |
Schools and mental-health services |
General mental health |
Enhance collaboration between schools and mental health services. |
Universal |
| Mishna and Muskat [66] | Canada | Mixed | Students with various social, emotional, and behavioral problems; their families; school peers; school personnel; and social workers | Schools, mental-health services, and social services |
Learning disabilities and psychosocial problems |
Improve the psychosocial functioning of high-risk students with learning disabilities and psychosocial problems and increase the understanding of their learning disability. |
Selective |
| Moilanen and Med [67] | USA | Mixed | Students in grades 8 through 12, school personnel, and parents |
Schools and mental-health services |
Depression and suicide |
Prevent depression and suicide within high schools and local communities |
Universal/Indicated |
| Mufson et al. [68] | USA | Quantitative | Depressed youth | Schools, mental-health services, health-care providers, and social services |
Depression | IPT-A. Reduce depressive symptoms and improve interpersonal functions. |
Indicated |
| Munns et al. [69] | Australia | Qualitative | Primary school-aged children who experienced loss (such as a death in the family, parental divorce, or other painful transitions) |
Schools and health-care providers | Traumatic events | The Rainbow program. Support children who have experienced traumatic events |
Indicated |
| O’Callaghan and Cunningham [70] | UK | Mixed | Primary-age children, 8- to 11-year-old pupils | Schools and mental-health services |
Anxiety, depression, or low self-esteem |
Cool Connections. Decrease depression and the risk of suicide and improve self-perception. |
Indicated |
| Owens et al. [71] | USA | Mixed | Students in kindergarten through 6th grade |
Schools and mental-health services |
ADHD | Youth Experiencing Success in School (YESS). Enhance the use of EBTs in schools, improve the academic and behavioral functioning of children, enhance home–school collaboration and support services for parents, and provide ongoing collaborative consultation for teachers. |
Indicated |
| Panayiotopoulos and Kerfoot [72] | UK | Mixed | Pupils, their family, and school staff |
Schools, mental-health services, and social services |
School exclusion |
A home and school support project (HASSP). Prevent school exclusions. |
Indicated |
| Powell et al. [73] | USA | Quantitative | Students in grades 7 to 12 | Schools and mental health services | Emotional and behavioral disorders and educational disabilities | Help students return to public-school settings as quickly as possible. |
Indicated |
| Rosenblatt et al. [74] | USA | Quantitative | Special education students/students with SED | Schools and mental-health services |
Severe emotional disturbance (SED) |
Provide collaborative mental health and education services. |
Indicated |
| Stanzel [75] | Australia | Qualitative | High school students in rural areas |
Schools and health-care providers | General mental health |
Outreach youth clinic (OYC). Promote better health for young people by ensuring coordination between schools and community health and support s ervices. |
Universal |
| Vander Stoep et al. [76] | USA | Quantitative | 6th-grade students, the majority in special-needs groups | Schools and mental-health services |
Emotional distress |
Developmental Pathways Screening Program (DPSP). Identify youth experiencing significant emotional distress who need support services. |
Universal |
| White et al. [77] | USA | Quantitative | Students returning to school after a psychiatric hospitalization or other prolonged absence due to mental-health reasons and their families |
Schools and mental-health services |
General mental-health issues |
Bridge for Resilient Youth in Transition. Support academic and clinical outcomes for high school students returning to school after a mental-health crisis. |
Selective and indicated |
| Winther et al. [78] | Australia | Quantitative | All children from preparatory to grade 3 (ages 4–10 years), teachers, and parents |
School, health care and mental-health services |
Oppositional defiance disorder/conduct disorder (ODD/CD) |
Royal Children’s Hospital, Child and Adolescent Mental Health Service and Schools’ Early Action Program. Address emerging ODD/CD. |
Indicated |
| Wolraich et al. [79] | USA | Mixed | ADHD children and their caregivers, medical services, and teachers |
Schools and health-care providers | ADHD | Improve communication between individuals who care for children with ADHD. | Indicated |
Notes: Universal interventions targeted all children, whereas selective interventions focused on risk groups and indicated interventions were provided to children and youths who were already struggling with their mental health.