ABSTRACT 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.
ABSTRACT Background Staff well‐being is a critical component of school wellness. This study leveraged the statewide School Wellness Integration Targeting Child Health (SWITCH) initiative to evaluate the feasibility of implementing supplemental staff well‐being programs. Method Elementary schools that participated in two consecutive years of SWITCH (2022/2023 and 2023/2024) were invited to adopt staff‐focused initiatives through three structured programs: Alliance for a Healthier Generation, Make It OK, and 5‐2‐1‐0 Healthy Choices Count! Feasibility was assessed using survey response rates, program ratings, and semi‐structured interviews for demand, acceptability, and integration. Results Sixteen schools (88%) expressed interest in Year 1 and eight (38%) in Year 2; six participated across both years. Seventy‐one percent of leaders rated programming quality as high and noted benefits such as increased staff support and attention to well‐being. Only 48% perceived improvements as sustainable, citing the need for ongoing resources and structural support to maintain long‐term implementation. Implications for School Health Policy, Practice, and Equity Building school capacity, providing continual support, and leveraging existing wellness infrastructure can strengthen adoption of staff well‐being programming. Conclusion Integrating staff well‐being initiatives into established school health frameworks is feasible and offers a foundation for broader implementation.
Background The COVID-19 pandemic disrupted school routines, but health changes during school reopening remain unclear. This study examined phase-specific changes in health behaviors and mental health among Korean adolescents.Methods Nationally representative Korea Youth Risk Behavior Survey data (2018-2024) were analyzed across pre-pandemic, pandemic, transition, and post-pandemic phases. Outcomes included health risk behaviors, diet and physical activity, obesity, and mental health indicators. Weighted prevalence estimates and logistic regression models were used.Results The analytic sample included 376,066 adolescents (51.8% boys). Current smoking declined from 6.4% (95% CI, 6.1-6.7) pre-pandemic to 3.8% (3.6-4.0) post-pandemic, whereas breakfast skipping increased from 34.5% (34.0-34.9) to 41.6% (41.1-42.0). Although moderate-to-vigorous physical activity exceeded its pre-pandemic level post-pandemic, obesity prevalence increased from 10.9% (10.7-11.2) to 12.2% (11.9-12.5). Suicidal ideation decreased during the pandemic but peaked at 14.0% (13.6-14.5) during transition.Implications for School Health Policy, Practice, and Equity During reopening, schools should strengthen healthy meal and physical activity programs, sustain substance-use prevention, and ensure equitable access to mental health screening and referral.Conclusions Recovery was uneven across health domains, identifying school reopening as a critical prevention window requiring sustained, phase-specific intervention.
Background Adolescents who engage in non-suicidal self-injury (NSSI) are at heightened risk for suicidal ideation. Nevertheless, there is a scarcity of population-level evidence in China to guide school-based health initiatives. This study aimed to explore the prevalence and correlates of suicidal ideation among adolescents with NSSI in central China. Methods A multicenter study in central China assessed 3730 adolescents with NSSI using standardized measures of depression, anxiety, family functioning, and suicidal ideation. Multiple linear regression identified associated factors (p < 0.05). Results A total of 74.05% reported suicidal ideation in the past year, and 68.2% were at elevated suicide risk. Higher suicidal ideation was associated with female sex, only-child status, higher parental education, greater depressive/anxiety symptoms, and poorer family functioning. Implications for School Health Policy, Practice, and Equity Findings emphasize the need for school-based mental health screening, early intervention, and family-school collaboration, alongside equitable policies to ensure psychosocial support across diverse socioeconomic and regional contexts. Conclusions Suicidal ideation is highly prevalent among adolescents with NSSI and is closely linked to emotional distress and family functioning, highlighting the importance of school-centered prevention strategies.
