Researchers at the National Centre for Population Health and Wellbeing Research have discovered significant gaps in effective support for school-age children who have faced Adverse Childhood Experiences (ACEs).
The study, “Systematic Review of Non-Clinician Trauma-Based Interventions for School-Age Youth,” points to the growing need for evidence-based mental health programs in schools that teachers and staff can run.
ACEs include traumatic events like abuse, neglect, and family issues such as domestic violence or substance abuse. These experiences can lead to serious long-term health problems. Despite how common ACEs are and their substantial impact on mental health, there is a shortage of effective programs that non-clinicians, like teachers and teaching assistants, can use. This, paired with increasing demand and long waiting lists for services such as therapy and counselling, means that many young people are not receiving appropriate support.
Researchers used a systematic review method to collect and analyse available studies, combining results to provide a clear picture of available research findings. The review focused on trauma-based interventions that non-clinicians can deliver. It is the first comprehensive review to assess interventions designed specifically for non-clinician delivery, examining 25 studies from the past ten years.
The included studies assessed the impact of various programmes, including mindfulness, art-based activities, and mentoring, but most were not high-quality. The most promising evidence was for manualised group interventions that include aspects of cognitive behaviour therapy, such as the Early Adolescent Skills for Emotions (EASE) programme created by the World Health Organization (WHO).
Lead researcher Flo Avery said, “Our review shows a pressing need for mental health programs that school staff can use to help students who have experienced trauma. Schools are increasingly under pressure to provide mental health support and interventions for youth who have experienced trauma, but current research doesn’t give clear guidance on which programs work best.”
Professor Sinead Brophy, Director of the National Centre for Population Health and Wellbeing Research, added, “Our findings highlight the urgent need to carefully test these programs in schools. By giving teachers the right tools, we can better support the mental health of young people who have been through tough times.”
This work is an important step towards finding effective ways to help children recover from trauma and improve their mental health. Future research needs to focus on carefully designed studies to find the best ways to support children’s mental health in schools, making sure all kids have access to the help they need, no matter their background. To build on this finding, researchers at the National Centre for Population Health and Wellbeing Research will soon begin a pilot feasibility and acceptability trial of the EASE intervention to investigate how this intervention can be optimised for delivery in the context of Welsh schools.