Supporting Students: A GRADE Analysis of the Research on Student Wellness and Classroom Mental Health Support

Authors

Susan Rodger, The University of Western OntarioFollow
Renelle Bourdage, The University of Western Ontario
Kaitlin Hancock, The University of Western Ontario
Rebecca Hsiang, The University of Western Ontario
Robyn Masters, The University of Western Ontario
Alan Leschied, The University of Western Ontario

Document Type

Article

Publication Date

6-1-2019

Journal

Canadian Journal of School Psychology

Volume

34

Issue

2

First Page

133

Last Page

171

URL with Digital Object Identifier

10.1177/0829573516684069

Abstract

© 2017 SAGE Publications. Recommendations derived from research evidence regarding program implementation in school-based mental health [SBMH] require knowledge of the intervention outcomes as well as the potential to translate program components into schools. The Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) analysis was applied to major areas of the SBMH literature in addressing the areas of effectiveness and the strength of recommendation in implementation. Nine areas were addressed: emotional intelligence, stigma reduction, mindfulness, anxiety, depression, addictions, suicide prevention, trauma, and eating disorders. Ninety-eight studies were retrieved across the nine areas. Effect sizes based on reported outcomes and estimates on the strength of recommendation were generated in each of the nine areas of interest. These results provide an overview of the quality of the evidence that will be of relevance to school personal in making program selections.