Mental health gap action Programme intervention guide (mhGAP-IG) for mental, neurological and substance-use disorders in non-specialized health settings. A proposed typology and guidance for systematic reviewers in the medical and health sciences. Fourthly, the majority of documents were produced by the WHO. Secondly, this global policy review did not extend beyond the network of UN agencies. Key recommendations synthesized from the 16 UN agencies’ guidelines and manuals. A series of recommendations arising from this policy review are described in Figure 4.
- This approach integrates universal support for all students with targeted interventions for those at risk, in collaboration with health professionals and community agencies.
- Use of social media is linked with healthy and unhealthy effects on mental health.
- Socioeconomic disparities and systemic inequalities can play a significant role in mental health outcomes.
- While national accountability for school mental health promotion could be equally advocated through a top-down approach, the lack of a consistent approach to monitoring and accountability in these documents was disappointing.
How can educators identify students with mental health issues?
The first finding was that efforts to promote mental health are ideally framed within wider efforts by schools around health promotion. In this way, comprehensive health promotion conceptualizes mental health promotion as one of a range of health topics that schools need to address. A second concept, embodied within WHO’s more recent Health-promoting Schools policy documents, views comprehensiveness in relation to the focus of health addressed by school health.
Teacher and Staff Training
To target preventive and therapeutic interventions, identifying and defining each factor, such as climate change, war, and pandemics, is necessary to understand how they can impact mental health individually and collectively. The mental health of youth has been a concern since the late 1990s, and issues such as COVID-19 and ongoing climate change, war, energy crisis, and socioeconomic stress are now thought to exacerbate the situation. Youths in conflict-affected areas face unique mental health challenges due to trauma, displacement, and instability 8,9,10,11. Global crises, such as the Coronavirus Disease 2019 (COVID-19) pandemic, climate change, and geopolitical conflicts, have significantly impacted the mental health of children and adolescents.
Policies often mandate the inclusion of mental health education in curricula, promote access to counseling services, and encourage the development of programs that foster emotional well-being among students. Neglecting mental health in schools leads to significant negative consequences, including increased rates of anxiety, depression, and behavioral issues among students. Mental health is crucial in educational settings because it directly impacts students’ academic performance, social interactions, and overall well-being. These variations illustrate how educational systems adapt their policies to address mental health needs based on societal values, resource availability, and legislative frameworks. In contrast, countries like Finland prioritize a holistic approach, integrating mental health education into the curriculum and providing universal access to mental health services, which is supported by their comprehensive welfare system.
Mental health education can be integrated into curricula by educating students about different mental health conditions, teaching life skills such as stress management and emotional regulation, gambling and promoting practices that enhance well-being. By understanding the impact of mental health issues on students, and implementing strategies to improve mental health support in education, we can promote better outcomes for students and society as a whole. Importantly, the approach recognises that wellbeing should not compromise educational quality and vice versa, positioning schools as crucial platforms for preparing young people for society while ensuring their holistic development. This approach integrates universal support for all students with targeted interventions for those at risk, in collaboration with health professionals and community agencies.
School mental health services may include more than clinical services. Schools can be ideal settings to address youth mental health needs, yet they struggle to provide effective services. Virtual therapy can support students with anxiety, depression, trauma symptoms, or chronic medical conditions that hinder attendance. These partnerships strengthen continuity of care and ensure students with complex needs receive appropriate, evidence-based treatment. Many schools collaborate with off-campus providers to deliver specialized services. ADHD is one of the leading conditions managed in schools through accommodations and behavioral supports.
