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<p>Emerging evidence supports the mental health benefits of school wellbeing programs but very little is understood about the long-term effects of these initiatives. We systematically review the literature to explore the long-term mental health effects of school-based wellbeing education programs delivered to students aged 10–19&#xa0;years that included long-term follow-up (at least one year) or longitudinal interventions spanning at least one school year. Hedonic and eudaimonic wellbeing were the primary outcomes of interest, while psychological distress, maladaptive behaviours and school factors were secondary outcomes of interest. Of the 12 eligible studies identified, only six incorporated long-term follow-up, while six implemented interventions for at least one academic year. Due to the limited number of studies with long-term follow-up, additional studies (<i>n</i> = 13) with short-term follow-up (&lt; one year) were included for comparative purposes but were not part of the systematic review per se. Results indicated that longer duration programs reported positive benefits across multiple wellbeing outcomes, especially eudaimonic ones, as well as improving secondary outcomes. In contrast, almost one third of short-term interventions did not have any significant benefit across multiple targeted wellbeing outcomes and secondary outcomes. Benefits for short-term interventions were most pronounced for hedonic wellbeing. This review highlights the importance for educators of understanding the influence of program content and duration for achieving desired wellbeing outcomes. Continuous program assessment and improvement is also recommended to optimise program fit and benefits.</p>

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Efficacy of Wellbeing Education Involving Long-Term Interventions or Long-Term Assessment of Eudaimonic and Hedonic Wellbeing and Psychological Distress: a Systematic Review

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月30日

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  • Dianne A. Vella-Brodrick,
  • Anneliese Gill,
  • Gavin Duarte

摘要

Emerging evidence supports the mental health benefits of school wellbeing programs but very little is understood about the long-term effects of these initiatives. We systematically review the literature to explore the long-term mental health effects of school-based wellbeing education programs delivered to students aged 10–19 years that included long-term follow-up (at least one year) or longitudinal interventions spanning at least one school year. Hedonic and eudaimonic wellbeing were the primary outcomes of interest, while psychological distress, maladaptive behaviours and school factors were secondary outcomes of interest. Of the 12 eligible studies identified, only six incorporated long-term follow-up, while six implemented interventions for at least one academic year. Due to the limited number of studies with long-term follow-up, additional studies (n = 13) with short-term follow-up (< one year) were included for comparative purposes but were not part of the systematic review per se. Results indicated that longer duration programs reported positive benefits across multiple wellbeing outcomes, especially eudaimonic ones, as well as improving secondary outcomes. In contrast, almost one third of short-term interventions did not have any significant benefit across multiple targeted wellbeing outcomes and secondary outcomes. Benefits for short-term interventions were most pronounced for hedonic wellbeing. This review highlights the importance for educators of understanding the influence of program content and duration for achieving desired wellbeing outcomes. Continuous program assessment and improvement is also recommended to optimise program fit and benefits.