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Journal of Mental Health Disorders

ISSN: 2770-761X

Review Article Open Access
Volume 4 | Issue 1 | DOI: https://doi.org/10.33696/mentalhealth.4.021

Australian School Based Interventions Addressing Child and Adolescent Mental Disorders: A Systematic Review

Harshi Gunawardena1,*, Alexander Voukelatos2, Rachel Wilson3, Shane Cross4,5, Ian B. Hickie6
  • 1Brain and Mind Centre, Faculty of Medicine and Health, The University of Sydney, Camperdown 2050, Australia
  • 2Sydney Local Health District, Camperdown 2050, Australia
  • 3Social Impact, Department of Management, University of Technology Sydney, Broadway 2007 NSW, Australia
  • 4Orygen Digital, Orygen, Parkville 3052, Australia
  • 5Centre for Youth Mental Health, University of Melbourne, Melbourne, Australia
  • 6Brain and Mind Centre, Faculty of Medicine and Health, The University of Sydney, Camperdown 2050, Australia
+ Affiliations - Affiliations

Corresponding Author

Harshi Gunawardena, Harshi.Gunawardena@sydney.edu.au

Received Date: April 29, 2024

Accepted Date: June 28, 2024

Citation:

Gunawardena H, Voukelatos A, Wilson R, Cross S, Hickie LB. Australian School Based Interventions Addressing Child and Adolescent Mental Disorders: A Systematic Review. J Ment Health Disord. 2024;4(1):13-30.


Copyright: © 2024 Gunawardena H, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Aim: Prevalence of mental disorders in children and adolescents is between 3% to 30% worldwide. Since countries differ in geopolitical contexts, the World Health Organization (WHO) called for a coordinated effort to report on local contexts. We aim to address this gap by providing a review of effectiveness of Australian school-based mental health interventions and identifying success factors for school-based implementation.

Method: Articles published about Australian schools between 2010–2022 were reviewed using the following databases: A+ Education, Bibliomap, Cochrane Central Register of Controlled Trials, DoPHER, Embase, Epistemonikos, ERIC, MEDLINE, PsycINFO, PubMed, Scopus, and TRoPHI EPPI. Of the 8,101 articles selected, 32 met inclusion criteria and included n = 27,471 participants.

Results: Eighteen percent of the total number of participants in school-based interventions reported small to medium results and 2% reported a high intervention effect with short-term results. Four possible success factors emerged: first, multidisciplinary care with family, government agencies, and local community organizations. Second, cognitive behavioral therapy (CBT), however, there were mixed results indicating that more research is needed focusing on specific areas, such as gamified CBT-online for youth. The third success factor was social and emotional learning, and the fourth included a range of emerging therapies, such as mindfulness, animal therapy, music and nature walks.

Conclusion: Our results show that the mental health of Australian children and adolescents needs urgent attention by way of improved program rigor and establishing a systematic evidence base of best practice. With increased numbers of children and adolescents presenting with mental disorders in schools, our research indicates the need for delivering high-quality programs in partnership with external healthcare agencies and improving school capacity for triage, early detection, and intervention.

Keywords

Mental health, Programs, Effectiveness, Quality, School, Australia

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