Despite their growing popularity and widespread use, universal school-based mental health interventions, designed to enhance mental health literacy and overall well-being, may lead to unintended adverse outcomes.
A new review published in Current Opinion in Psychology highlights this concern, drawing on findings from large-scale trials. The review found evidence of potential harm, indicating that students participating in universal interventions may experience higher levels of anxiety, depression, and emotional distress.
Led by psychologist Lucy Foulkes of the University of Oxford, along with colleagues Carolina Guzman Holst and Jack Andres, the researchers explored possible mechanisms of these effects and proposed directions for future research.
They highlight concerns that these interventions may increase awareness of negative emotions without providing sufficient guidance, and they emphasize the need for more individualized, evidence-based approaches to support youth mental health.
“If researchers continue running trials of universal interventions, this crucial ethical issue must be considered at all stages of the research. In particular, we recommend that new trials be designed in such a way that we can address two unanswered questions: what factors cause interventions to have negative (or positive) outcomes and which young people are more likely to benefit or are most at risk of potential harm. With this knowledge, the field can move towards designing school-based mental health interventions that take into account individual differences and vulnerabilities, leading to a more effective and less harmful intervention for everyone.”
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Ally is pursuing a master’s in interdisciplinary studies through New York University’s XE: Experimental Humanities & Social Engagement.
She uses the relationship between anthropology, public health, and the humanities to guide her research. Her current interests lie at the intersection of literature and psychology as a method to reframe the way we think about different mental states and experiences. Ally earned a bachelor’s degree from the University of Minnesota in Biology, Society, & Environment.