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Implementing Mental Health Promotion pp 341–385Cite as

Implementing Universal and Targeted Mental Health Promotion Interventions in Schools

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Abstract

Evidence-based school interventions aimed at enhancing children’s and young people’s mental health and well-being, when implemented effectively, are associated with multiple positive social, emotional, behavioural and academic outcomes. In this chapter, we examine a range of approaches to implementing mental health promotion in schools including universal classroom skill-based interventions, targeted interventions for anxiety and depression, suicide prevention interventions and digital interventions. A number of case studies are presented that illustrate innovative evidence-based approaches, highlighting the challenges of implementing programmes within the local context, and identifying the key factors that contribute to embedding programmes within the education curriculum and supporting their scale-up.

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Authors and Affiliations

  1. Child Mental Health & Wellbeing, Early Intervention Foundation, London, UK

    Aleisha M. Clarke

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  1. Aleisha M. Clarke
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Editors and Affiliations

  1. WHO Collaborating Centre for Health Promotion Research, National University of Ireland Galway, Galway, Ireland

    Margaret M. Barry

  2. Child Mental Health & Wellbeing, Early Intervention Foundation, London, UK

    Aleisha M. Clarke

  3. School of Applied Human Sciences, University of KwaZulu-Natal, Durban, South Africa

    Inge Petersen

  4. Institute of Psychiatry, Kings College London, London, UK

    Rachel Jenkins

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Clarke, A.M. (2019). Implementing Universal and Targeted Mental Health Promotion Interventions in Schools. In: Barry, M.M., Clarke, A.M., Petersen, I., Jenkins, R. (eds) Implementing Mental Health Promotion. Springer, Cham. https://doi.org/10.1007/978-3-030-23455-3_11

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