Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities / Graham MOORE in Journal of Child Psychology and Psychiatry, 67-4 (April 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.566-587 Titre : Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities Type de document : texte imprimé Auteurs : Graham MOORE, Auteur Année de publication : 2026 Article en page(s) : p.566-587 Langues : Anglais (eng) Mots-clés : School  intervention  mental health Index. décimale : PER Périodiques Résumé : Schools are important settings for intervention to improve mental health. Much school mental health research has focused on schools as an avenue to reach large numbers of young people with new interventions, added on top of what schools currently do. However, research is increasingly focused on changing the school system itself to improve mental health, with a growing emphasis on improving school climate. This article begins by exploring wider debates on the benefits and harms of school-based interventions, before focusing on school climate as a target for intervention. It reviews evidence from intervention studies and systematic reviews to understand effectiveness, how interventions reduce or amplify inequalities, and real-world impacts. School climate research has grown rapidly since the turn of the century. It remains difficult to define. Definitions vary in whether they include focus on physical environments and educational instruction. However, they converge on focus on positive relationships among a school community and safety. Several large trials of interventions to improve mental health, by improving school climate, have been conducted in a range of international contexts. While many have not been effective, recent trials provide evidence that interventions can improve school climate and mental health, as well as a range of risk behaviours. Few studies examine effects on inequalities in mental health, with tentative evidence that school climate interventions have been more effective for some groups than others (e.g., bigger effects for boys than for girls). Evidence on scalability and sustainability indicates that typically small effects from trials may not fully translate into real-world change. There is growing evidence that improving school climate interventions can improve child and adolescent mental health. More research is needed on how such interventions can contribute to reducing inequalities. Further work is needed to understand how effects translate into real-world public health impact. En ligne : https://doi.org/10.1111/jcpp.70061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] Annual Research Review: Improving school climate to improve child and adolescent mental health and reduce inequalities [texte imprimé] / Graham MOORE, Auteur . - 2026 . - p.566-587. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-4 (April 2026) . - p.566-587 Mots-clés : School  intervention  mental health Index. décimale : PER Périodiques Résumé : Schools are important settings for intervention to improve mental health. Much school mental health research has focused on schools as an avenue to reach large numbers of young people with new interventions, added on top of what schools currently do. However, research is increasingly focused on changing the school system itself to improve mental health, with a growing emphasis on improving school climate. This article begins by exploring wider debates on the benefits and harms of school-based interventions, before focusing on school climate as a target for intervention. It reviews evidence from intervention studies and systematic reviews to understand effectiveness, how interventions reduce or amplify inequalities, and real-world impacts. School climate research has grown rapidly since the turn of the century. It remains difficult to define. Definitions vary in whether they include focus on physical environments and educational instruction. However, they converge on focus on positive relationships among a school community and safety. Several large trials of interventions to improve mental health, by improving school climate, have been conducted in a range of international contexts. While many have not been effective, recent trials provide evidence that interventions can improve school climate and mental health, as well as a range of risk behaviours. Few studies examine effects on inequalities in mental health, with tentative evidence that school climate interventions have been more effective for some groups than others (e.g., bigger effects for boys than for girls). Evidence on scalability and sustainability indicates that typically small effects from trials may not fully translate into real-world change. There is growing evidence that improving school climate interventions can improve child and adolescent mental health. More research is needed on how such interventions can contribute to reducing inequalities. Further work is needed to understand how effects translate into real-world public health impact. En ligne : https://doi.org/10.1111/jcpp.70061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

Trends in adolescent emotional problems in Wales between 2013 and 2019: the contribution of peer relationships / Graham MOORE ; Nicholas PAGE ; Catherine OLLERHEAD ; Jack PARKER ; Simon MURPHY ; Frances RICE ; Jessica M. ARMITAGE ; Stephan COLLISHAW in Journal of Child Psychology and Psychiatry, 65-7 (July 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.887-898 Titre : Trends in adolescent emotional problems in Wales between 2013 and 2019: the contribution of peer relationships Type de document : texte imprimé Auteurs : Graham MOORE, Auteur ; Nicholas PAGE, Auteur ; Catherine OLLERHEAD, Auteur ; Jack PARKER, Auteur ; Simon MURPHY, Auteur ; Frances RICE, Auteur ; Jessica M. ARMITAGE, Auteur ; Stephan COLLISHAW, Auteur Article en page(s) : p.887-898 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Epidemiological evidence shows a substantial increase in adolescent emotional problems in many countries, but reasons for this increase remain poorly understood. We tested change in emotional problems in a national sample of young people in Wales in 2013, 2017 and 2019 using identical symptom screens, and examined whether trends were accounted for by changes in youth friendship quality and bullying. Methods The present study of 230,735 11-16-year olds draws on repeat cross-sectional data obtained on three occasions (2013, 2017 and 2019) in national school-based surveys in Wales (conducted by the School Health Research Network). Emotional problems were assessed with a brief validated symptom screen (the SCL-4). Results There was a significant increase in emotional problem scores between 2013 and 2019 (b[95% CI] = 1.573 [1.380, 1.765]). This increase was observed for all ages and was more pronounced for girls than boys (interaction b [95% CI] = 0.229 [0.004, 0.462]) and for young people from less affluent families (interaction b [95% CI] = 0.564[ 0.809, 0.319]). Of the total sample, 14.2% and 5.7% reported frequent face-to-face and cyberbullying respectively. There were modest decreases in friendship quality and increases in rates of bullying between 2013 and 2019, but accounting for these changes did not attenuate estimates of the population-level increase in emotional problems. Conclusions This study provides evidence of a substantial increase in emotional problems among young people in Wales, particularly for young people from less affluent backgrounds. Changes in bullying or friendship quality did not explain this increase. En ligne : https://doi.org/10.1111/jcpp.13924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Trends in adolescent emotional problems in Wales between 2013 and 2019: the contribution of peer relationships [texte imprimé] / Graham MOORE, Auteur ; Nicholas PAGE, Auteur ; Catherine OLLERHEAD, Auteur ; Jack PARKER, Auteur ; Simon MURPHY, Auteur ; Frances RICE, Auteur ; Jessica M. ARMITAGE, Auteur ; Stephan COLLISHAW, Auteur . - p.887-898. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-7 (July 2024) . - p.887-898 Index. décimale : PER Périodiques Résumé : Background Epidemiological evidence shows a substantial increase in adolescent emotional problems in many countries, but reasons for this increase remain poorly understood. We tested change in emotional problems in a national sample of young people in Wales in 2013, 2017 and 2019 using identical symptom screens, and examined whether trends were accounted for by changes in youth friendship quality and bullying. Methods The present study of 230,735 11-16-year olds draws on repeat cross-sectional data obtained on three occasions (2013, 2017 and 2019) in national school-based surveys in Wales (conducted by the School Health Research Network). Emotional problems were assessed with a brief validated symptom screen (the SCL-4). Results There was a significant increase in emotional problem scores between 2013 and 2019 (b[95% CI] = 1.573 [1.380, 1.765]). This increase was observed for all ages and was more pronounced for girls than boys (interaction b [95% CI] = 0.229 [0.004, 0.462]) and for young people from less affluent families (interaction b [95% CI] = 0.564[ 0.809, 0.319]). Of the total sample, 14.2% and 5.7% reported frequent face-to-face and cyberbullying respectively. There were modest decreases in friendship quality and increases in rates of bullying between 2013 and 2019, but accounting for these changes did not attenuate estimates of the population-level increase in emotional problems. Conclusions This study provides evidence of a substantial increase in emotional problems among young people in Wales, particularly for young people from less affluent backgrounds. Changes in bullying or friendship quality did not explain this increase. En ligne : https://doi.org/10.1111/jcpp.13924 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

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