Introduction School-aged children frequently experience psychological distress due to academic pressures, a challenge that is often more severe for those from underserved and minority communities. This study aims to evaluate the effectiveness of mental health interventions implemented in school and community settings for children aged 5 to 19.
It also seeks to compare the outcomes between children from minority and underserved populations and their peers. Methods and analysis This systematic review will follow Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to identify relevant studies.
Major databases will be searched using a structured search strategy developed by the research team. The review will include randomised controlled trials (RCTs) that assess the impact of interventions conducted in school or community settings to prevent psychological distress - specifically depression, anxiety and stress.
To minimise bias, two reviewers will independently select studies and extract data at various stages. The quality of included studies will be assessed.
A meta-analysis will be conducted to compare intervention outcomes between children from underserved/minority communities and other children.
BMJ Open published a clinical update in Research Highlights on 09 Jun 2026.
The item focuses on School-based versus community-based interventions for promoting mental health among school-age children in marginalised or underserved populations: a systematic review protocol.
Review the original article for the full source wording and details.