School Mental Health Early Interventions and Academic Outcomes for At-Risk High School Students: A Meta-Analysis

Autor/inn/en	Iachini, Aidyn L.; Brown, Elizabeth Levine; Ball, Annahita; Gibson, Jennifer E.; Lize, Steven E.
Titel	School Mental Health Early Interventions and Academic Outcomes for At-Risk High School Students: A Meta-Analysis
Quelle	In: Advances in School Mental Health Promotion, 8 (2015) 3, S.156-175 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2015.1044252
Schlagwörter	School Health Services; Mental Health; At Risk Students; High School Students; Meta Analysis; Statistical Analysis; Intervention; Urban Schools; Group Counseling; Counseling Techniques; School Counselors; Grade Point Average; Attendance Patterns; Discipline; Early Intervention; Research Methodology; Coding; Literature Reviews + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Psychohygiene; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta-analysis; Metaanalyse; Statistische Analyse; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gruppenberatung; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; School counselor; Beratungslehrer; Pädagogischer Berater; Disziplin; Research method; Forschungsmethode; Codierung; Programmierung
Abstract	The current educational policy context in the United States necessitates that school-based programs prioritize students' academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at-risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found no statistically significant effect on the academic outcomes most commonly assessed in the studies (i.e., GPA, attendance, and discipline). Findings suggest the need for more rigorous research in this area. Implications for SMH early intervention research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01