| Title: |
Effectiveness of Mental Health Promotion in Primary Schools: Results of a Cluster-Randomized Controlled Trial |
| Language: |
English |
| Authors: |
Katharina Liegmann (ORCID 0009-0001-2461-3624); Lisa Fischer; Kevin Dadaczynski (ORCID 0000-0002-7367-5362); Reiner Hanewinkel; Milica Miocevic; Frauke Nees; Matthis Morgenstern |
| Source: |
Journal of School Health. 2026 96(3). |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3 |
| Descriptors: |
Foreign Countries; Mental Health; Health Promotion; Program Effectiveness; Elementary School Students; Grade 1; Grade 2; Grade 3; Elementary School Teachers; Social Emotional Learning; Student Behavior; Intervention; Academic Achievement |
| Geographic Terms: |
Germany |
| DOI: |
10.1111/josh.70116 |
| ISSN: |
0022-4391; 1746-1561 |
| Abstract: |
Background: This study evaluated the effectiveness of the mental health promotion program MindMatters in primary schools. Methods: A cluster randomized controlled trial (2021-2023) included 37 German primary schools (18 intervention, 19 control). Pupils in grades 1-3 (ages 6-9) and their teachers were surveyed before and after implementation. Data from 2896 pupils were analyzed, covering mental health (SDQ), social-emotional and academic skills, and learning behavior. Results: A three-factor SDQ model (externalizing, internalizing, prosocial) was applied. At follow-up, no significant differences were found between the intervention and control groups in pupils' self-reported mental health or in teachers' reports of pupils' mental health. Likewise, there were no significant differences in children's self-reported social-emotional skills or in academic outcomes reported by the teachers at follow-up. Implications for School Health Policy, Practice, and Equity: Schools should invest in evidence-based programs to strengthen social interaction and learning environments. Primarily, education and health policy should create and mandate conditions that facilitate evidence generation for whole-school interventions, while ensuring that schools receive the support needed for effective implementation. Conclusions: This study provides important evidence for complex mental health promotion programs. Future studies should consider longer implementation periods and higher program uptake. |
| Abstractor: |
As Provided |
| Notes: |
www.ashaweb.org |
| Entry Date: |
2026 |
| Accession Number: |
EJ1498462 |
| Database: |
ERIC |