Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs

Can Schools Reduce Adolescent Psychological Stress? A Multilevel Meta-Analysis of the Effectiveness of School-Based Intervention Programs

Forfattere
van Loon, A. W. G. Creemers, H. E. Beumer, W. Y. Okorn, A. Vogelaar, S. Saab, N. Miers, A. C. Westenberg, P. M. Asscher, J. J.
Årstall
2020
Tidsskrift
Journal of Youth & Adolescence
Volum
07
Sider
07
Increased levels of psychological stress during adolescence have been associated with a decline in academic performance, school dropout and increased risk of mental health problems. Intervening during this developmental period may prevent these problems. The school environment seems particularly suitable for interventions and over the past decade, various school-based stress reduction programs have been developed. The present study aims to evaluate the results of (quasi-)experimental studies on the effectiveness of school-based intervention programs targeting adolescent psychological stress and to investigate moderators of effectiveness. A three-level random effects meta-analytic model was conducted. The search resulted in the inclusion of k = 54 studies, reporting on analyses in 61 independent samples, yielding 123 effect sizes (N = 16,475 individuals). The results indicated a moderate overall effect on psychological stress. Yet, significant effects were only found in selected student samples. School-based intervention programs targeting selected adolescents have the potential to reduce psychological stress. Recommendations for practice, policy and future research are discussed.

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Tiltaksnivå

Forebyggende og helsefremmende tiltak

Tidlig innsats

Tema

Psykiske vansker og lidelser

Angstproblematikk

Stress

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

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