The article critically examines the implementation of mental-health lessons in schools. While the intention is to provide mental-health education early to prevent issues, recent research indicates these universal interventions may not yield significant benefits. While some studies suggest slight improvements, many show no change or even negative effects on mental health symptoms. The quality of research surrounding these interventions is often questioned, suggesting that the effectiveness of such programs is not as straightforward as initially hoped.
Researchers have now run many studies testing the impact of universal school mental-health interventions and have found that they don't really improve mental health.
If you teach the information when pupils are young enough, even better: you might prevent mental-health problems from starting in the first place. At least, that was the idea.
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