Tidlig innsats for å bedre psykisk helse og akademiske utfall hos elever i risiko: Metaanalyse

School mental health early interventions and academic outcomes for at-risk high school students: A meta-analysis

Iachini, A. L. Brown, E. L. Ball, A. Gibson, J. E. Lize, S. E.
Advances in School Mental Health Promotion
The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at-risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found no statistically significant effect on the academic outcomes most commonly assessed in the studies (i.e., GPA, attendance, and discipline). Findings suggest the need for more rigorous research in this area. Implications for SMH early intervention research and practice are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Type of intervention

Early Intervention


Development and Life Coping Skills

School Performance


The organization of interventions

Group Interventions

School/Preschoolbased Interventions

Age group

Adolescents (13-18 years)

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