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13-10-2022 | Empirical Research

School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents

Auteurs: Qiyang Zhang, Jun Wang, Amanda Neitzel

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2023

Abstract

Past meta-analyses in mental health interventions failed to use stringent inclusion criteria and diverse moderators, therefore, there is a need to employ more rigorous methods to provide evidence-based and updated results on this topic. This study presents an updated meta-analysis of interventions targeting anxiety or depression using more stringent inclusion criteria (e.g., baseline equivalence, no significant differential attrition) and additional moderators (e.g., sample size and program duration) than previous reviews. This meta-analysis includes 29 studies of 32 programs and 22,420 students (52% female, 79% White). Among these studies, 22 include anxiety outcomes and 24 include depression outcomes. Overall, school-based mental health interventions in grades K-12 are effective at reducing depression and anxiety (ES = 0.24, p = 0.002). Moderator analysis shows that improved outcomes for studies with anxiety outcomes, cognitive behavioral therapy, interventions delivered by clinicians, and secondary school populations. Selection modeling reveals significant publication and outcome selection bias. This meta-analysis suggests school-based mental health programs should strive to adopt cognitive behavioral therapy and deliver through clinicians at the secondary school level where possible.

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In the US educational system, K-12 refers to formal education covering elementary and secondary school grades through kindergarten to 12^th grades (Department of Homeland Security, 2022). American children generally start formal education at age five or six. However, educational systems in other countries may be different from the US. For example, kindergarten is not included in elementary school grades in some countries. Thus, this study examines the effects of interventions for children and adolescents in kindergarten, elementary school, middle school, and high school.

The evaluation of funnel plots is subjected to meta-analysts’ interpretations, which are often misled by the plot shapes (Terrin et al., 2005). In addition, visual assessment of funnel plots or Egger’s regression only presents part of the publication bias related to small-study bias. The fail-safe N technique is also largely abandoned in the field due to its arbitrary choice of zero, ignorance of heterogeneity in primary studies (Iyengar & Greenhouse, 1988), and other major flaws (Becker, 2005).

If one study contains two interventions or two program types (i.e., universal vs. targeted population), it is treated as two programs.

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Titel: School-based Mental Health Interventions Targeting Depression or Anxiety: A Meta-analysis of Rigorous Randomized Controlled Trials for School-aged Children and Adolescents
Auteurs: Qiyang Zhang
Jun Wang
Amanda Neitzel
Publicatiedatum: 13-10-2022
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2023
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-022-01684-4

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