Teacher-mediated interventions to support child mental health after a disaster
Citation: Coombe J, Mackenzie L, Munro R, et al. Teacher-mediated interventions to support child mental health following a disaster: a systematic review. PLoS currents disasters. 2015 Dec 8;7.
What is this? The COVID-19 pandemic is placing a strain on the mental health of children. Existing research on teacher-medicated interventions to support child mental health after disasters might provide useful information for policy makers.
In this systematic review, the authors searched for studies on the effects of teacher-mediated interventions to support child and adolescent recovery after a natural or man-made disaster. They restricted their search to articles published in English and did the search in January 2015. They included 20 studies reporting on 18 separate interventions.
What works: After a disaster, school-based interventions mediated by teachers have short-term benefits on psychological symptoms and academic performance in students and on teachers’ personal and professional self-efficacy.
What doesn’t work: Nothing noted.
What’s uncertain: The long-term effects of teacher-mediated interventions are uncertain.
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