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An evaluation of the implementation and impact of England's mandated school-based mental health initiative

Wolpert, M; Humphrey, N; Deighton, J; Patalay, P; Fugard, AJB; Fonagy, P; Belsky, J; (2015) An evaluation of the implementation and impact of England's mandated school-based mental health initiative. School Psychology Review , 44 (1) pp. 117-138. 10.17105/SPR44-1.117-138. Green open access

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Abstract

We report on a large, randomized controlled trial of a nationally-mandated, school-based mental health program in England: Targeted Mental Health in Schools (TaMHS). TaMHS aimed to improve mental health for students with, or at risk of, behavioral and emotional difficulties, by provision of evidence-informed interventions relating to closer working between health and education services. Our study involved 8,480 children (aged 8-9 years) from 266 elementary schools. Students in intervention schools with, or at risk of, behavioral difficulties reported significant reductions in behavioral difficulties compared to control school students, but no such difference was found for students with, or at risk of, emotional difficulties. Implementation of TaMHS was associated with increased school provision of a range of interventions and enhanced collaboration between schools and local specialist mental health providers. The implications of these findings are discussed, in addition to the strengths and limitations of the study

Type: Article
Title: An evaluation of the implementation and impact of England's mandated school-based mental health initiative
Open access status: An open access version is available from UCL Discovery
DOI: 10.17105/SPR44-1.117-138
Publisher version: http://dx.doi.org/10.17105/SPR44-1.117-138
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Mental health, Intervention, Elementary school, Implementation, Strategic integration, Evidence-based practice, Behavioral difficulties, Emotional difficulties
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Pop Health Sciences > Institute of Cardiovascular Science
URI: http://discovery.ucl.ac.uk/id/eprint/1460517
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