School Mental Health

, Volume 11, Issue 4, pp 629–649 | Cite as

“Lost in Transition”: A Systematic Mixed Studies Review of Problems and Needs Associated with School Reintegration After Psychiatric Hospitalization

  • Anne-Marie TougasEmail author
  • Jessica Rassy
  • Émilie Frenette-Bergeron
  • Katherine Marcil
Review Paper


The purpose of this review was to identify the problems and needs associated with school reintegration after psychiatric hospitalization. Principles outlined by the Evidence for Policy and Practice Information and Coordinating Centre (EPPI-Centre) for systematic mixed studies reviews were used to search 14 electronic databases with all possible literature from inception to September 2017. Quality was appraised by two sets of two independent reviewers using an adapted version of the Mixed Methods Appraisal Tool. Fourteen studies met the inclusion criteria. The key themes revolve around the different systems of the bioecological model: the youth ontosystem, microsystems (family, school) and mesosystems (family–hospital, family–school, school–hospital). Predominant emergent themes of each system converged toward a better communication, collaboration and coordination among all concerned actors. Many problems seem to alter school reintegration after psychiatric hospitalization and different needs are still required to be met. Future research directions and implications for intervention are discussed.


School reentry Psychiatric illness Hospitalization Transition Systematic mixed studies review 



This study was funded by the Social Science and Humanities Research Council (SSRH), Insight Development Grant #430-2014-01036. The authors greatly appreciated the assistance of the following members of the advisor committee: Stéphanie Mailloux, Clode-Roxane Fleury, Isabelle Fortier, Constance Lambert, Betty Gagné and Linda Champoux.

Compliance with Ethical Standards

Conflict of interest

The authors have no conflict of interests to disclose.

Ethical Standard

This article does not contain any studies with human participants or animals performed by the author.


References marked with an asterisk indicate studies included in the review

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2019

Authors and Affiliations

  1. 1.Department of Psychoeducation, Faculty of EducationUniversité de SherbrookeSherbrookeCanada
  2. 2.Groupe de recherche sur les inadaptations sociales de l’enfance (GRISE)SherbrookeCanada
  3. 3.Institut universitaire de première ligne en santé et services sociaux (IUPLSSS)SherbrookeCanada
  4. 4.Faculty of Medicine and Health Sciences, School of NursingUniversité de SherbrookeLongueuilCanada

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