Preventive Interventions for Children and Adolescents: A Review of Meta-Analytic Evidence

This systematic review examines the meta-analytic evidence on four broad categories of preventive interventions for children and adolescents, including: mentoring, service learning, outdoor adventure, and social and emotional learning (SEL) programs. There were 15 meta-analytic studies that fit the criteria for inclusion. For each intervention type, the target population, main implementation strategies, and meta-analytic evidence are reported. The review considers the effectiveness of these preventive interventions across various content areas and populations, providing an indication of which type of intervention has the strongest effects on what outcomes, where they are most beneficial, and for whom they are most promising. Experimental evidence has demonstrated that mentoring, service learning, outdoor adventure, and SEL programs can all promote positive development and prevent problematic behaviors. Overall, service learning, outdoor adventure, and SEL programs have shown small to large effects on a variety of outcomes, while mentoring has shown small but significant effects. The review concludes with a discussion of key criteria that should be considered when choosing a particular program type

Longitudinal changes in the mental health of UK young male and female adults during the COVID-19 pandemic

An increasing body of research indicates that, whilst young adults are at the lowest risk of becoming severely physically ill as a result of COVID-19, they are at the greatest risk of adverse mental health outcomes. Using data from the Understanding Society COVID-19 survey, the current study examined the mental health of 18-25-year-olds during the pandemic. Current mental health was measured at six time points using the 12-item General Health Questionnaire (GHQ-12), a validated measure for mental distress. The analytic sample included 880 young adults (292 = males; 588 = females). The trajectory of mental health was modeled from April to November 2020, using demographic information and health behaviors (physical activity, alcohol consumption, and smoking cigarettes) as covariates. Growth curve modeling indicated that alcohol consumption, smoking, being female, having a lower income, and having a pre-existing mental health condition were risk factors for worse mental health during the pandemic. For females, their mental health was lowest in April but gradually improved until September, when it began to decline again. Males, in contrast, had a relatively stable trajectory of mental health across the pandemic. These findings can help inform targeted interventions for at risk groups to minimize the adverse impact of the pandemic on young adults’ mental health

A synthesis of causal evidence linking non-cognitive skills to outcomes for children and adolescence

“Non-cognitive skills” is an umbrella term used to refer to a set of attitudes, behaviors and strategies that are thought to underpin success in school and at work, such as motivation, perseverance and self-control. Non-cognitive skills are increasingly considered to be as important, or even more important than, cognitive skills or IQ in explaining academic and employment outcomes. Despite growing interest in this topic, the causal relationship between non-cognitive skills and later outcomes is not well established. This chapter examines the experimental evidence on a diverse set of non-cognitive skills, assessing whether they can be improved and how far they can lead to better longer term outcomes in a variety of domains. We find that there does not seem to be one specific skill that predicts positive outcomes for young people. Rather, many skills are inter-linked and the enhancement of one of these skills without improvement of the others is unlikely to lead to lasting changes

Aiming high, aiming low, not knowing where to go: Career aspirations and later outcomes of adolescents with special educational needs

This study investigates the role of early career aspirations in predicting the later educational and occupational outcomes of adolescents designated as having special educational needs (SEN) in comparison to those without SEN. Drawing upon the Longitudinal Study of Young People in England, the sample includes adolescents with and without SEN who attended mainstream schools (n = 9966). Findings showed that high career aspirations at age 14 were more predictive of later educational and employment outcomes from ages 16 to 20 for adolescents with SEN compared to those without SEN. Findings underline the importance of helping adolescents with SEN identify their career aspirations in early adolescence and adopt appropriate strategies to encourage them to reach their potential

The impact of non-cognitive skills on outcomes for young people. A literature review

The term ‘non-cognitive skills’ refers to a set of attitudes, behaviours, and strategies that are thought to underpin success in school and at work, such as motivation, perseverance, and self-control. They are usually contrasted with the ‘hard skills’ of cognitive ability in areas such as literacy and numeracy, which are measured by academic tests. Non-cognitive skills are increasingly considered to be as important as, or even more important than, cognitive skills or IQ in explaining academic and employment outcomes. Indeed, there is now growing attention from policymakers on how such ‘character’ or ‘soft’ skills can be developed in children and young people. However, despite growing interest in this topic, the causal relationship between non-cognitive skills and later outcomes is not well established. This rapid literature review is intended to summarise the existing evidence on how ‘non-cognitive skills’ can be defined and measured; assess the evidence that such skills have a causal impact on later outcomes; and the role of select interventions that aim to improve non-cognitive skills in children and young people. It has been jointly funded by the Education Endowment Foundation and Cabinet Office to inform future work in this area

The trajectory of loneliness in UK young adults during the summer to winter months of COVID-19

Current research has shown that young adults are at the greatest risk of loneliness during the pandemic. Drawing a sample from the Understanding Society COVID-19 survey, this study investigated the trajectory of loneliness in young adults (aged 18-25) from June to November 2020 and its association with emotional support, demographic and health factors. The analytic sample included 419 young adults (296 females; 123 males). Growth curve modelling revealed a U-shape longitudinal trend in self-reported loneliness, with a sharp rise during the winter months under the national lockdown. Young adults with long-standing physical or mental health conditions were more likely to report feeling lonely. Those with a lower household income, who were unemployed or not in school reported higher levels of loneliness. Gender was found to moderate the association between emotional support and loneliness. While greater emotional support was associated with less loneliness in males, no association was shown for females. The current findings add to our understanding of how the pandemic has affected the mental health of young adults and the differential influences of emotional support as a potential coping strategy for males and females

Facilitators and barriers to fitness bootcamp participation using the Behaviour Change Wheel

Objective: Despite its importance for mental and physical health, many adults fail to meet current physical activity recommendations. Furthermore, most adults who begin a physical activity programme revert to being less active or even inactive within the first 6 months. Fitness bootcamps represent a potential intervention for improving physical activity in healthy adults. However, no study to date has examined the influences on long-term participation in fitness bootcamps, which is the first step to developing an effective intervention. Using the Behaviour Change Wheel (BCW) framework, this study identified the facilitators and barriers to long-term (1 year or more) fitness bootcamp participation, which were then linked to behaviour change techniques (BCTs) to facilitate intervention development. Design: Qualitative research design. Setting: Data collection occurred in England. Method: Interviews were conducted with 15 long-term fitness bootcamp participants. Results: Thematic analysis revealed 17 facilitators and 6 barriers to long-term fitness bootcamp participation. Participants highlighted the importance of facilitators such as convenience, being outdoors and enjoyment. The social environment, including having a positive instructor and supportive group members, was further noted as a key influence on participation. While long-term participants faced occasional barriers to their routine such as physical injury, bad weather and competing events, the impact of these could be minimised through appropriate BCTs such as ‘demonstration of the behaviour’ and ‘restructuring the social/physical environment’. Conclusion: Findings from this study highlight the importance of social and environmental factors to promoting long-term fitness bootcamp participation and the inclusion of social and physical environmental restructuring as key intervention components

Uncertainty in educational and career aspirations: Gender differences in young people

Drawing upon data from 2 British age cohorts born in 1970 and 1990, this chapter examines gender and socio-historical differences regarding uncertainty in the educational and career aspirations of young people. Despite differences in the age of assessment and measurement, findings suggest that similar background characteristics are associated with uncertain aspirations in the 2 age cohorts. Males were more uncertain of their educational aspirations than were females. Uncertainty was also associated with growing up in a relatively disadvantaged family, with parents who do did not expect their children to continue in education, as well as with low academic attainment, low levels of school motivation and lack of belief in one’s own ability. However, findings indicated differences in the associated outcomes of uncertain aspirations between the 2 age cohorts. In the earlier born cohort, young people with uncertain aspirations were more likely to be not in education, employment or training (NEET), while there were no differences in NEET due to uncertain aspirations in the later born cohort. The findings point towards a female advantage regarding certainty in aspirations as well as a prolonged period of career exploration in the later born cohort

Barriers and facilitators of young people’s engagement with webchat counselling: A qualitative analysis informed by the Behaviour Change Wheel

Young people's engagement with online counselling remains an endemic obstacle faced by mental health services. This study utilises the Behaviour Change Wheel (BCW) framework to systematically explore the barriers and facilitators of young people's behavioural engagement with online webchat counselling. The current study defines behavioural engagement as any observable or active contribution by the young person in the webchat sessions, such as written verbalisation and self-expression. Semi-structured interviews with counsellors (n = 8) and open-ended questionnaire data from 43 young people (aged 18–25 years) were gathered and then coded. Nine core themes were identified including communication difficulties, the safety of the webchat environment, absence of face-to-face communication, ambiguity in messages or pauses, reaching goals, optimism about outcomes, pre-existing anxieties, mood or well-being and wanting/not wanting to attend. Using the BCW framework, these themes were mapped to broad intervention functions and behaviour change techniques (BCTs) to provide suggestions to optimise young people's engagement with online counselling. These include the application of persuasive design features, the use of social strategies, increased counsellor training and greater personalisation of the online therapeutic approach. Future research can determine the effectiveness of these proposed strategies and BCTs to enrich the emerging engagement strategy field and the wider digital and mental health behaviour change literature

Trends in parent- and teacher-rated mental health problems among 10- and 11-year-olds in Great Britain: 1999-2012

BACKGROUND: Previous evidence indicates that mental health problems are becoming more common for adolescents. Less is known about whether these trends have continued and there has been no study to date which has specifically focused on early adolescents over a sufficiently long period. This study examines changes in parent- and teacher-reported mental health problems among 10- and 11-year-olds in 1999, 2004 and 2012 in Great Britain. METHODS: Parent and teacher ratings of the Strengths and Difficulties Questionnaire were used to compare the prevalence of conduct problems, hyperactivity/inattention, emotional problems, peer problems and total difficulties among 10- and 11-year-olds in three nationally representative British samples assessed in 1999 (n = 1904), 2004 (n = 1348) and 2012 (n = 11,397). RESULTS: Teacher reports showed improving trends for boys' and girls' mental health from 1999 to 2012, particularly for externalizing behaviours (i.e. conduct problems and hyperactivity/inattention). Parent reports, on the other hand, identified only one area of sustained improvement between 1999 and 2012, namely hyperactivity/inattention among boys. Although parent reports of girls' mental health indicate improving trends from 1999 to 2004, they also suggest worsening mental health from 2004. CONCLUSIONS: These findings suggest that perceptions of emotional and behavioural problems vary by the gender of the adolescent, the context in which they are observed or by whom they are reported