A new review conducted by Molly E Lasater, Jennifer Flemming, Christine Bourey, Ashley Nemiro, Sarah R Meyer was released.
The aim of this review is to elucidate the characteristics of school-based mental health and psychosocial support (MHPSS) interventions in humanitarian contexts and the hypothesised mechanisms by which they influence well-being or learning outcomes.
Authors included twenty-seven articles, representing 19 studies, in the review. They analysed data from 26 articles. Eleven evidenced-informed programme theories were developed at the levels of the child (n=4), teacher (n=3), caregiver (n=2), school environment (n=1) and school managers/administrators (n=1). At the child level, mechanisms related to strengthening coping skills, emotion regulation, interpersonal relationships led to improved psychosocial well-being or learning outcomes. At the teacher level, coping skills and the provision of support to students were linked to psychosocial well-being and learning outcomes. At the caregiver level, strengthening interpersonal bonds trigger improved psychosocial well- being, and at the school environment level, fostering feelings of security was linked to psychosocial well-being and learning outcomes. Authors did not find any evidence supporting the programme theory at the school managers/ administrators level. They found limited evidence of positive impacts of the included interventions to support these programme theories.
You can read the full review here.