Acta psychologica · 2026
Systematic scoping review of school-based psychological first aid programs.
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Fugmann Johanna, Schecklmann Martin, Eisl Josef, Kreuzer Peter M, Kandsperger Stephanie, Brunner Romuald, Langguth Berthold
Аннотация
INTRODUCTION: With a prevalence of around 20%, mental illness in young people has become a major global health issue. A growing number of school-based psychological first aid programs have lately been developed to empower teachers and students to provide acute support to peers with mental health problems. This systematic scoping review aims to provide an overview of the different psychological first aid programs available in the school context.
METHODS: A systematic search for school-based psychological first aid programs was conducted in various databases using a predefined set of search terms and keywords.
RESULTS: Direct comparison of the different interventions is hampered by the wide variety of assessment instruments used and the lack of randomized controlled trials. Long-term follow-up data, costs, group sizes and the use of interactive elements are rarely reported. Changes in the domain "Knowledge and Attitudes" have been most frequently investigated, whereas the domain "Behaviour and Actions", has been analysed to a much lesser extent. Most programs consisted of face-to-face interventions, whereas online-based interventions, blended learning or gamification were rarely used. Some common conditions such as stress and anxiety disorders, eating disorders and ADHD, were not specifically addressed by the programs reviewed.
CONCLUSION: Several school-based psychological first aid programs are currently available. The promising results justify implementation in everyday school life. Options for further development include incorporating blended learning elements, gamification, and involving people with a personal history of mental illness.
METHODS: A systematic search for school-based psychological first aid programs was conducted in various databases using a predefined set of search terms and keywords.
RESULTS: Direct comparison of the different interventions is hampered by the wide variety of assessment instruments used and the lack of randomized controlled trials. Long-term follow-up data, costs, group sizes and the use of interactive elements are rarely reported. Changes in the domain "Knowledge and Attitudes" have been most frequently investigated, whereas the domain "Behaviour and Actions", has been analysed to a much lesser extent. Most programs consisted of face-to-face interventions, whereas online-based interventions, blended learning or gamification were rarely used. Some common conditions such as stress and anxiety disorders, eating disorders and ADHD, were not specifically addressed by the programs reviewed.
CONCLUSION: Several school-based psychological first aid programs are currently available. The promising results justify implementation in everyday school life. Options for further development include incorporating blended learning elements, gamification, and involving people with a personal history of mental illness.