School-based intervention study examining universal approaches for depressive symptoms and mental health literacy of pupils in Year 9 in England (AWARE): multi-school, parallel group, cluster randomised controlled trial
Jessica Deighton, Daniel Hayes, Abigail Thompson, Anna March, Emma Thornton, Joao Santos, Praveetha Patalay, Rosie Mansfield, Emre Deniz, Christopher Knowles, Neil Humphrey, Paul Stallard, Emma Ashworth, Bettina Moltrecht, Kirsty Nisbet, Carla Mason, Jessica Stepanous, Jan BoehnkeBackground
Mental health problems in adolescents are increasing. Universal school-based interventions may play an important preventative role.
Aims
The aim of the Approaches for Well-being and Mental Health Literacy: Research in Education (AWARE) trial was to evaluate two universal, school-based interventions that previously yielded evidence of impact in other countries: Youth Aware of Mental Health (YAM) and The Mental Health and High School Curriculum Guide (The Guide).
Method
AWARE was a multi-school, parallel group, cluster randomised controlled trial in English secondary schools. Schools were allocated on a 1:1:1 ratio to one of two interventions or a usual practice control group, balanced on current levels of mental health provision within schools, school location, deprivation and urbanicity. Eligible participants were pupils in schools across England in Year 9 (aged 13–14 years) at baseline. The statistician, quantitative data analyst and economist were masked. Primary outcomes were depressive symptoms measured with the Short Mood and Feelings Questionnaire for YAM and intended help-seeking, measured with the General Help Seeking Questionnaire for The Guide (both at 3–6 months).
Results
153 schools were randomised, including 12 166 pupils ( N YAM = 4028 pupils, N guide = 3997 pupils, N control = 4141 pupils). We found that for YAM vs control ( N = 5516) there was no improvement in depressive symptoms s.m.d. = 0.02; 95% CI –0.05 to 0.10), and for The Guide vs control ( N = 5409) we found increased intended help-seeking compared with the control group (s.m.d. = 0.10; 95% CI 0.02 to 0.19). A notable minority of schools were unable to deliver YAM because of challenges in implementing it. Increased depressive symptoms scores were observed in both intervention conditions, compared with control at the longer-term follow-up.
Conclusions
The findings indicate that participating in The Guide is effective at improving intended help-seeking. However, due to the increases in depressive symptoms associated with each intervention at the long-term follow-up, further investigation of the potential negative impacts of these programmes is advised before further rollout in English schools.
Trial registration number: ISRCTN17631228.