Table 1 Summary of Articles Included in the Review
First author, year published Study type | Program Name | Location | Study Type | Sample Size | Aim of Program and Study | MMAT Score |
|---|---|---|---|---|---|---|
Malti (2008)[36] Program Evaluation: Relationships as key to student development | RALLY | United States | Quasi-experimental, Mixed methods | 92 students | - Improved resilience outcomes, learning interest and decrease risk-taking. - Assess program implementation quality | 100% |
Sibinga (2016)[30] School-Based Mindfulness Instruction: An RCT | Mindfulness-Based Stress Reduction (MBSR) | United States (Baltimore, Maryland) | Randomized, Active Controlled Trial | Interv: 159 students | - Improve psychological functioning to decrease negative effects of stress - Reduce worries about future | 50% |
Kraag (2009)[39] “Learn Young, Learn Fair”, a stress management program for fifth and sixth graders: longitudinal results from an experimental study | Learn Young, Learn Fair | Netherlands | Cluster Randomized Controlled Trial | Interv: 693 students (26 schools) Control: 732 students (24 schools) | - Improve stress management and coping skills - Reduce anxiety and depression symptoms and incidence | 100% |
Mishara (2006)[32] Effectiveness of a mental health promotion program to improve coping skills in young children: Zippy’s Friends | Zippy’s Friends | Denmark & Lithuania | Non-randomized Experimental Trial | Students Lithuania: Interv: 314 Control: 104 Denmark: Interv: 322 Control: 110 | - Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills | 75% |
Clarke (2014)[33] Evaluating the implementation of a school-based emotional well-being program: a cluster randomized controlled trial of Zippy’s Friends for children in disadvantaged primary schools | Zippy’s Friends | Ireland | Cluster Randomized Controlled Trial | Interv: 544 students Control: 222 students | - Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills | 25% |
Dufour (2011)[34] Improving Children’s Adaptation: New Evidence Regarding the Effectiveness of Zippy’s Friends, a School Mental Health Promotion Program | Zippy’s Friends | Canada (Quebec) | Cluster Randomized Controlled Trial | Interv: 310 students (16 classes) Control: 303 students (19 classes) | - Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills | 50% |
Holen (2012)[35] The effectiveness of a universal school-based program on coping and mental health: a randomized, controlled study of Zippy’s Friends | Zippy’s Friends | Norway | Randomized Controlled Trial | Interv: 686 students (47 classes, 18 schools) Control: 638 students (44 classes, 17 schools) | - Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills | 75% |
Clarke (2015)[31] Evaluating the implementation of an emotional wellbeing program for primary school children using participatory methods | Zippy’s Friends | Ireland | Participatory Workshop of Randomized Controlled Trial | Interv: 544 students Control: 222 students Workshop: | - Increase ability to cope with everyday life adversities and negative events - Decrease problems that arise from stressful situations - Development of adaptive coping skills | 100% |
Nielsen (2015)[37] Promotion of social and emotional competence: Experiences from a mental health intervention applying a whole school approach | Up | Denmark | Multi-component Intervention, No Control Group | 589 students (2 schools) | - Enhance social and emotional competencies to improve mental health - Increase positivity of school mental health environment | 50% |
Caldarella (2009)[40] Promoting Social and Emotional Learning in Second Grade Students: A Study of the Strong Start Curriculum | Strong Start | United States (Utah) | Quasi-Experimental, Non-Equivalent Control Group | 26 students | - Prevent future emotional and behavioral problems via the promotion of social and emotional wellbeing | 50% |
Yamamoto (2017) [38] Effects of the cognitive behavioral You Can Do It! Education program on the resilience of Japanese elementary school students: A preliminary investigation | You Can Do It! Education | Tokyo | Quasi-Experimental, Intervention, Control Group | 125 students, intervention n = 78, control group =47 | - Evaluate a mental health promotion program’s efficacy in enhancing resilience in schools | 100% |