Mental Health Promotion in Educational Settings

Mental health promotion in educational settings encompasses strategies, policies and practices designed to foster psychological well-being among students and staff. Grounded in a public health framework, it operates on universal, selective and indicated levels to address the needs of whole populations, at-risk groups and individuals exhibiting early signs of distress. Core components include embedding social and emotional learning within curricula, training educators to recognise and respond to emerging difficulties, and creating whole-school environments that reduce stigma and enhance support. Collaborative partnerships between schools, families, healthcare providers and community organisations underpin sustained impact, while digital and peer-led initiatives expand reach and engagement. Evidence highlights global applicability, from primary through tertiary education, with demonstrated benefits in resilience, academic outcomes and long-term mental health trajectories.

Research from Nature Portfolio

A large-scale professional development initiative delivered to over 13 000 school personnel demonstrated significant gains in educators’ confidence and understanding of student mental health challenges. Participants reported improved ability to discuss behavioural and emotional issues, enhanced knowledge of mindfulness techniques and greater familiarity with trauma-informed practices. Despite lower confidence in engaging parents, overall self-assessment scores rose markedly following training, underscoring the value of regular, focused interventions to equip school staff with practical skills for supporting pupil well-being.

Mental Health Promotion in Educational Settings publication trend

The graph below shows the total number of articles in mental health promotion in educational settings across all publications each year (not limited to Nature Index journals).

Technical terms

Mental health literacy: The knowledge and abilities that enable recognition, management and prevention of mental health challenges in oneself and others.

Social and emotional learning: A pedagogical approach that develops competencies in self-awareness, self-management, social awareness, relationship skills and responsible decision-making.

Trauma-informed approach: A framework that recognises the prevalence and impact of trauma and integrates this understanding into policies, procedures and support strategies.

Self-efficacy: An individual’s belief in their capacity to organise and execute the actions required to manage prospective situations or challenges.

References

1. Outcomes of professional development activities for selected Texas school personnel helping students cope with behavioral and mental health issues. Scientific Reports (2023).
2. Empowering School Staff to Support Pupil Mental Health Through a Brief, Interactive Web-Based Training Program: Mixed Methods Study. Journal of Medical Internet Research (2024).
3. Barriers and Facilitators to Sustaining School-Based Mental Health and Wellbeing Interventions: A Systematic Review. International Journal of Environmental Research and Public Health (2022).
4. Australian School Staff and Allied Health Professional Perspectives of Mental Health Literacy in Schools: a Mixed Methods Study. Educational Psychology Review (2023).