School educational models and child mental health among K-12 students: a scoping review.
After-school activity
Curriculum
Homework
Interpersonal relationship
Physical activity
Student mental health
Journal
Child and adolescent psychiatry and mental health
ISSN: 1753-2000
Titre abrégé: Child Adolesc Psychiatry Ment Health
Pays: England
ID NLM: 101297974
Informations de publication
Date de publication:
27 Apr 2022
27 Apr 2022
Historique:
received:
10
02
2022
accepted:
11
04
2022
entrez:
28
4
2022
pubmed:
29
4
2022
medline:
29
4
2022
Statut:
epublish
Résumé
The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
Sections du résumé
BACKGROUND
BACKGROUND
The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies.
METHODS
METHODS
This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases.
RESULTS/FINDINGS
RESULTS
After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development.
CONCLUSIONS
CONCLUSIONS
The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
Identifiants
pubmed: 35477408
doi: 10.1186/s13034-022-00469-8
pii: 10.1186/s13034-022-00469-8
pmc: PMC9047301
doi:
Types de publication
Journal Article
Review
Langues
eng
Pagination
32Subventions
Organisme : National Natural Science Foundation of China
ID : 81974486, 81673189
Organisme : Shanghai Jiao Tong University School of Medicine Gaofeng Clinical Medicine Grant Support
ID : 20172016
Organisme : Shanghai Sailing Program
ID : 21YF1451500
Informations de copyright
© 2022. The Author(s).
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