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Background <p>Adolescent mental health is a global concern, with the prevalence of psychological disorders such as anxiety, depression, and academic stress increasing significantly over the past decade. Schools, as the primary environment for adolescents, have strategic potential to serve as platforms for systematic, inclusive, and integrated interventions. Although numerous intervention programs have been implemented, there is a lack of comprehensive reviews that comprehensively map their forms, and implementation challenges.</p> Objective <p>To map the form of school-based psychological intervention aimed at improving the mental health of adolescents at the secondary education level.</p> Method <p>This study design followed a scoping review approach based on the Arksey and O'Malley framework. A literature search was conducted in Scopus, PubMed, and CINAHL databases for studies published between 2005 and 2025. Inclusion criteria were established based on the Population, Concept, Context (PCC) framework, and article selection was reported using a PRISMA Flow Diagram. Data extraction and thematic analysis were conducted independently by two authors with experience in the field of mental health.</p> Results <p>Thirteen studies met inclusion criteria. Interventions were predominantly structured and delivered in school settings by trained teachers, counselors, psychologists, peer coaches, or trained non specialist personnel across multiple sessions integrated into school timetables. Approaches covered cognitive behavioral components, mindfulness and yoga, hope enhancement and life coaching, and resilience training. Outcomes most commonly addressed internalizing symptoms such as anxiety, depressive symptoms, and academic stress, while a subset also assessed positive psychological constructs including well-being, hope, resilience, and social support. Implementation features such as school readiness, facilitator training and supervision, curricular fit, and scheduling feasibility were frequently noted in relation to variability in reported outcomes. Target populations ranged from universal cohorts to indicated groups with elevated symptoms, underscoring the importance of contextual adaptation.</p> Conclusion <p>School-based psychological interventions can be an effective strategy for improving adolescent mental health if they are evidence-based, contextually tailored, and supported by sustainable policies. Future research should expand geographic coverage, develop longitudinal designs, and explore scalable digital interventions.</p>

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A scoping review of school-based psychological interventions for adolescent mental health in secondary education: addressing anxiety, depression, and well-being

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月13日

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  • Rohman Hikmat,
  • Iyus Yosep,
  • Ai Mardhiyah,
  • Kurniawan Kurniawan,
  • Muntazhar Nur Syabana

摘要

Background

Adolescent mental health is a global concern, with the prevalence of psychological disorders such as anxiety, depression, and academic stress increasing significantly over the past decade. Schools, as the primary environment for adolescents, have strategic potential to serve as platforms for systematic, inclusive, and integrated interventions. Although numerous intervention programs have been implemented, there is a lack of comprehensive reviews that comprehensively map their forms, and implementation challenges.

Objective

To map the form of school-based psychological intervention aimed at improving the mental health of adolescents at the secondary education level.

Method

This study design followed a scoping review approach based on the Arksey and O'Malley framework. A literature search was conducted in Scopus, PubMed, and CINAHL databases for studies published between 2005 and 2025. Inclusion criteria were established based on the Population, Concept, Context (PCC) framework, and article selection was reported using a PRISMA Flow Diagram. Data extraction and thematic analysis were conducted independently by two authors with experience in the field of mental health.

Results

Thirteen studies met inclusion criteria. Interventions were predominantly structured and delivered in school settings by trained teachers, counselors, psychologists, peer coaches, or trained non specialist personnel across multiple sessions integrated into school timetables. Approaches covered cognitive behavioral components, mindfulness and yoga, hope enhancement and life coaching, and resilience training. Outcomes most commonly addressed internalizing symptoms such as anxiety, depressive symptoms, and academic stress, while a subset also assessed positive psychological constructs including well-being, hope, resilience, and social support. Implementation features such as school readiness, facilitator training and supervision, curricular fit, and scheduling feasibility were frequently noted in relation to variability in reported outcomes. Target populations ranged from universal cohorts to indicated groups with elevated symptoms, underscoring the importance of contextual adaptation.

Conclusion

School-based psychological interventions can be an effective strategy for improving adolescent mental health if they are evidence-based, contextually tailored, and supported by sustainable policies. Future research should expand geographic coverage, develop longitudinal designs, and explore scalable digital interventions.