School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence
Laurens, Kristin R., Graham, Linda J., Dix, Katherine L., Harris, Felicity, Tzoumakis, Stacy, Williams, Kate E., Schofield, Jill M., Prendergast, Traci, Waddy, Neale, Taiwo, Mary, Carr, Vaughan J., & Green, Melissa J. (2022) School-Based Mental Health Promotion and Early Intervention Programs in New South Wales, Australia: Mapping Practice to Policy and Evidence. School Mental Health, 14(3), pp. 582-597.
|
Published Version
(PDF 681kB)
102653108. Available under License Creative Commons Attribution 4.0. |
Open access copy at publisher website
Description
Limited empirical evidence is available regarding the uptake and effectiveness of school-based mental health and wellbeing programs implemented in Australian schools. This study aimed to characterise the delivery of programs in primary (elementary) schools across New South Wales, Australia, and to assess this information against published ratings of program effectiveness. Delivery of programs in four health-promoting domains—creating a positive school community; teaching social and emotional skills; engaging the parent community; and supporting students experiencing mental health difficulties—were reported by 597 school principals/leaders via online survey. Although three quarters of principals reported implementing at least one program, many of these programs were supported by little or no evidence of effectiveness. There was also variability in the use of evidence-based programs across the four domains. Findings indicate a need to provide educators with improved support to identify, implement, and evaluate effective evidenced-based programs that promote student mental health.
Impact and interest:
Citation counts are sourced monthly from Scopus and Web of Science® citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads:
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
| ID Code: | 226937 | ||||||
|---|---|---|---|---|---|---|---|
| Item Type: | Contribution to Journal (Journal Article) | ||||||
| Refereed: | Yes | ||||||
| ORCID iD: |
|
||||||
| Additional Information: | This research was supported by funding from a National Health and Medical Research Council (NHMRC) Project Grant (1058652), an Australian Research Council (ARC) Linkage Project (LP110100150, with the NSW Ministry of Health, NSW Department of Education, and the NSW Department of Community and Justice representing the Linkage Project Partners), an Australian Rotary Health Mental Health for Young Australians Research Grant (104090), and an ARC Future Fellowship awarded to KRL (FT170100294). | ||||||
| Measurements or Duration: | 16 pages | ||||||
| DOI: | 10.1007/s12310-021-09482-2 | ||||||
| ISSN: | 1866-2625 | ||||||
| Pure ID: | 102653108 | ||||||
| Divisions: | Current > Research Centres > Centre for Inclusive Education Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Past > Schools > School of Early Childhood & Inclusive Education Current > QUT Faculties and Divisions > Faculty of Health Current > Schools > School of Psychology & Counselling |
||||||
| Funding Information: | The authors gratefully acknowledge support provided for the administration of the Survey of School Promotion of Emotional and Social Health (SSPESH) by the NSW Department of Education (represented by Robert Stevens, Susan Harriman, and Liliana Ructtinger), the Catholic Education Commission NSW (represented by Peter Grace), the Association of Independent Schools of NSW (represented by Robyn Yates and Susan Wright), and other stakeholder organisations including the NSW Primary Principals\u2019 Association, NSW Teachers Federation, Independent Education Union NSW/ACT, Federation of Parents and Citizens Associations of NSW, Council of Catholic School Parents, NSW Parents\u2019 Council, Isolated Children\u2019s Parents\u2019 Association, and the NSW Aboriginal Education Consultative Group. The authors also acknowledge the contributions of present and past members of the NSW-CDS Scientific Committee who oversee the project (http://nsw-cds.com.au/); and the staff and professional colleagues who supported SSPESH administration and/or data assembly or interpretation: Kate Tillack, Stephanie Dick, Luke Duffy, Philip Hull, Luming Luo, Brooke McIntyre, Alessandra Raudino, Stephen Lynn, and Claire Essery. The authors thank Principals Australia Institute for provision of the online survey. The information and perspectives expressed in the manuscript do not necessarily reflect the views of these contributing organisations or individuals. This research was supported by funding from a National Health and Medical Research Council (NHMRC) Project Grant (1058652), an Australian Research Council (ARC) Linkage Project (LP110100150, with the NSW Ministry of Health, NSW Department of Education, and the NSW Department of Community and Justice representing the Linkage Project Partners), an Australian Rotary Health Mental Health for Young Australians Research Grant (104090), and an ARC Future Fellowship awarded to KRL (FT170100294). | ||||||
| Funding: | |||||||
| Copyright Owner: | The Author(s) 2021 | ||||||
| Copyright Statement: | This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the document is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recognise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to qut.copyright@qut.edu.au | ||||||
| Deposited On: | 09 Dec 2021 10:49 | ||||||
| Last Modified: | 24 Jan 2026 06:30 |
Export: EndNote | Dublin Core | BibTeX
Repository Staff Only: item control page