References
School-based indicated prevention interventions for anxiety in children and adolescents: A commentary on a systematic review
Abstract
Mental health problems such as anxiety are on the increase in children and adolescents. However, rising demand and cuts to mental health services make it difficult for young people to access the support they need. School-based interventions aimed at preventing or reducing anxiety have the potential to provide help to large numbers of children and adolescents. However, the effectiveness of these interventions for different groups is somewhat unclear. This commentary summarises and critically appraises a recent systematic review which investigated the effectiveness of school-based interventions to prevent and reduce anxiety symptoms in indicated groups of children and adolescents.
While the NHS Long Term Plan (NHS, 2019) has increased investment into children and young people's mental health services, rising prevalence and demand continue to impact on access and waiting times for mental health services (NHS Digital, 2022). During the COVID-19 pandemic, there was a deterioration of mental health and an increase in depression, anxiety and psychological distress in children and adolescents (Kauhanen et al, 2023). Additionally, since the pandemic there has been an increase in children and adolescents being absent from school with reports suggesting that anxiety is a factor (The Centre for Social Justice, 2023). There is, therefore, likely to be an increased need for interventions to reduce anxiety symptoms and prevent anxiety disorders in these populations in the coming years.
However, waiting lists and cuts to mental health services make it increasingly difficult for young people to access the support they need (Young Minds, 2023). McGorry et al (2022) argued that despite adolescents having the greatest need, they have the worst access to timely and quality mental health care. Schools are well placed as a setting to deliver early and preventative mental health interventions to large numbers of children and adolescents, thereby increasing access to support (Masia-Warner et al, 2006). However, the effectiveness of school-based interventions aimed at preventing or reducing anxiety for different groups (universal, targeted or indicated) is somewhat unclear (Neil and Christensen, 2009). A recent systematic review by Hugh-Jones et al (2021) aimed to update and synthesise evidence on the effectiveness of school-based interventions to prevent and reduce anxiety symptoms in indicated groups of children and adolescents.
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