Abstract
Background: This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative. Method: Hierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies. Results: After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance. The difference between students in high- and low-implementing schools was equivalent to a difference in academic performance of up to 6months of schooling.
Original language | English |
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Pages (from-to) | 45-51 |
Number of pages | 7 |
Journal | Child and Adolescent Mental Health |
Volume | 17 |
Issue number | 1 |
DOIs | |
Publication status | Published - Feb 2012 |
Keywords
- Academic performance
- Intervention quality
- Mental health
- Primary school children
- Social-emotional competencies