Emotion Regulation in Universal Adolescent Mental Health Prevention Programs Delivered by Schools: A Systematic Review
Alyssa J. Gatto, Samuel W. Rueter, Bethany Gen, Tina Tan, Julie C. Dunsmore, Christopher D. HouckABSTRACT
Background
Adolescence is a developmental period marked by rapid biological, cognitive, and social changes that may precede psychological disorders. Emotion regulation (ER) is critical in adolescence as a transdiagnostic factor relevant to mental health disorders. Universal prevention programs can reduce emerging psychological disorders and fit well within school‐based social–emotional learning; however, it is unclear how these programs address adolescents' unique needs, including ER development.
Methods
School‐based universal mental health programs were systematically reviewed for inclusion of ER skills and strategies. Four databases yielded 43 articles and 34 unique programs, 19 of which included ER strategies.
Results
While 48 distinct ER strategies were identified, the most common were cognitive approaches, mindfulness, and problem solving. Programs without ER components focused more on mental health knowledge and stigma than on skills. Programs with ER skills generally provided more comprehensive psychological content.
Implications for School Health Policy, Practice, and Equity
ER preventive interventions can serve as broad, population‐based strategies to promote mental health, filling important gaps in SEL curricula.
Conclusions
ER content may offer unique benefits by targeting a critical transdiagnostic factor underlying adolescent mental health problems, though further research is needed to establish clear effectiveness and cultural appropriateness.