{"id":4192,"date":"2022-11-29T10:16:39","date_gmt":"2022-11-29T00:16:39","guid":{"rendered":"https:\/\/blogs.rch.org.au\/cah\/?p=4192"},"modified":"2022-11-30T12:21:05","modified_gmt":"2022-11-30T02:21:05","slug":"4192","status":"publish","type":"post","link":"https:\/\/blogs.rch.org.au\/cah\/2022\/11\/29\/4192\/","title":{"rendered":"Students mental health"},"content":{"rendered":"
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Positive social-emotional environments in schools boosts student\u2019s mental health<\/h2>\n
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A\u00a0Murdoch Children’s Research Institute, Centre for Adolescent Health led project has shown that fostering a positive social-emotional environment in schools can boost students\u2019 mental health.<\/p>\n

The\u00a0Wellcome Trust’s Active Ingredients for Youth Anxiety and Depression Commission<\/a>\u00a0last year announced the 21 research teams from around the world who had been awarded funds to review the evidence for an \u2018active ingredient\u2019, a promising intervention for preventing, treating or managing anxiety and depression in those aged 14-24. The aim was to identify the next generation of approaches that tackle mental health issues affecting young people.<\/p>\n

Dr Monika Raniti,\u00a0Dr Divyangana Rakesh,\u00a0Professor Susan Sawyer\u00a0and\u00a0Professor George Patton\u00a0were commissioned to explore the role of school connectedness, defined as how much a student feels accepted, valued and supported in their educational environment, in preventing future depression and anxiety. The review was undertaken in partnership with a group of youth advisors from Australia, Indonesia, and the Philippines.<\/p>\n

The systematic review of 36 international studies, published in\u00a0BMC Public Health<\/em><\/a>, overwhelmingly found that higher levels of school connectedness predicted lower levels of depressive and anxiety symptoms in young people in high school.<\/p>\n

Dr Raniti said improving school connectedness was a beneficial way to promote wellbeing and a promising intervention to prevent mental health problems in adolescents.<\/p>\n

\u201cSchools are an important resource for influencing the mental health of young people,\u201d she said. Current approaches to mental health in young people have primarily focussed on developing mental health literacy and delivering mental health services. Our findings focused on prevention and reorientating the role of schools by expanding the repertoire of levers to include developing social-emotional skills, creating safe and inclusive environments and providing a sense of community and support for students, parents and families.<\/p>\n

\u201cSchool connectedness recognises the profound effects of young people\u2019s social-emotional environments on mental health, which in turn can benefit learning.\u201d<\/p>\n

Depression and anxiety affect about one in four young people, with evidence of increasing prevalence in recent years due to the impact of the COVID-19 pandemic, such as multiple lockdowns.<\/p>\n

Professor Sawyer said while improving access to effective treatments was important, prevention was essential to reduce the incidence and burden of mental health symptoms.<\/p>\n

\u201cPrevention approaches for youth depression and anxiety have commonly focussed on schools, viewing the school curriculum as an intervention platform,\u201d she said. Yet overall, these interventions have small effects that are not sustained over time. School connectedness can be seen as two sides of the one coin, an active ingredient that is potentially as relevant for both health and learning outcomes. What we now need are mental health interventions associated with whole school environments.\u201d<\/p>\n

As part of the project, the youth advisors shared that school connectedness encompassed feelings of acknowledgement, relationships characterised by empathy and the creation of a genuine and welcoming school environment.<\/p>\n

A youth adviser, 16, from Australia, said: \u201cYou\u2019ve got that social aspect, but you\u2019ve also got extra-curricular activities, how you\u2019re going through your studies, your classes, if you\u2019re enjoying them, it\u2019s engagement\u2026 being supported in all aspects of your wellbeing, it\u2019s the positive emotions, it\u2019s the relationships, it\u2019s the meaning, it\u2019s engagement, the accomplishment, it\u2019s all of that. Once you feel supported in all these areas is when you feel connected.\u201d<\/p>\n

Another youth adviser, 18, from Indonesia, said: \u201cIf I had all the money in the world\u2026 it would be that everyone in the school really cares about their students, they know their interests, and their names, and every time they talk about something they just connect in a really genuine way<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n

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Raniti, M., Rakesh, D., Patton, G.C.\u00a0et al.<\/i>\u00a0The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation.\u00a0BMC Public Health<\/i>\u00a022<\/b>, 2152 (2022). https:\/\/doi.org\/10.1186\/s12889-022-14364-6<\/a><\/p>\n

Read more about the project here \u2013\u00a0https:\/\/www.rch.org.au\/cah\/research\/Health_Promoting_Schools\/School_connectedness\/<\/a><\/strong><\/h4>\n
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This article is republished from the Murdoch Children’s Research Institute<\/a>. Read the original article<\/a>.<\/div>\n<\/div>\n<\/div>\n
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A\u00a0Centre for Adolescent Health led project has shown that fostering a positive social-emotional environment in schools can boost students\u2019 mental health.\u00a0 \u00a0<\/p>\n","protected":false},"author":156,"featured_media":4214,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[5270],"tags":[],"class_list":["post-4192","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research"],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/posts\/4192","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/users\/156"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/comments?post=4192"}],"version-history":[{"count":10,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/posts\/4192\/revisions"}],"predecessor-version":[{"id":4232,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/posts\/4192\/revisions\/4232"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/media\/4214"}],"wp:attachment":[{"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/media?parent=4192"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/categories?post=4192"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.rch.org.au\/cah\/wp-json\/wp\/v2\/tags?post=4192"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}