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Implementation quality of whole‐school mental health promotion and students’ academic performance
Author(s) -
Dix Katherine L.,
Slee Phillip T.,
Lawson Michael J.,
Keeves John P.
Publication year - 2012
Publication title -
child and adolescent mental health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.912
H-Index - 46
eISSN - 1475-3588
pISSN - 1475-357X
DOI - 10.1111/j.1475-3588.2011.00608.x
Subject(s) - mental health , psychological intervention , socioeconomic status , academic achievement , psychology , medical education , promotion (chess) , quality (philosophy) , intervention (counseling) , health promotion , multilevel model , medicine , mathematics education , nursing , public health , environmental health , psychiatry , political science , computer science , population , philosophy , epistemology , machine learning , politics , law
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 6 months of schooling.
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