Implementation quality of whole-school mental health promotion and students' academic performance

Katherine Dix; Phillip Slee; Michael Lawson; John Keeves

doi:10.1111/j.1475-3588.2011.00608.x

Implementation quality of whole-school mental health promotion and students' academic performance

Katherine Dix, Phillip Slee, Michael Lawson, John Keeves

Research output: Contribution to journal › Article › peer-review

73 Citations (Scopus)

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
Pages (from-to)	45-51
Number of pages	7
Journal	Child and Adolescent Mental Health
Volume	17
Issue number	1
DOIs	https://doi.org/10.1111/j.1475-3588.2011.00608.x
Publication status	Published - Feb 2012

Keywords

Academic performance
Intervention quality
Mental health
Primary school children
Social-emotional competencies

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AB - 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.

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Implementation quality of whole-school mental health promotion and students' academic performance

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Keywords

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