ABSTRACT
ObjectiveTo review the effect of school-based psychological and behavioral health services based on the World Health Organization (WHO) health-promoting school (HPS) framework on the psychological and behavioral health of children and adolescents. MethodsSystematic reviews on school-based psychological and behavioral health services based on WHO HPS framework and the health outcome, published from 2013 to June, 2023, were searched from Medline, EBSCO, PubMed, Web of Science. A systematic review of the systematic reviews was conducted. ResultsSeven articles were included, involving 261 studies, from six countries, from the journals in the fields of children's psychological health, HPS and school health, published mainly from 2013 to 2022. School-based psychological and behavioral health services involved school health education curriculum and school health services. School health education curriculum included psychological health courses and health education provided by trained teachers. School health services involved various services provided by professionals in school settings, including psychological screening, preventive interventions for psychological and behavioral health issues, clinical assessment, management services, promotion, and supportive services. The health benefits of school-based psychological and behavioral health services included relieving symptoms and incidence of anxiety and depression, alleviating the negative impact of stress, decreasing negative mood, enhancing positive attitudes and resilience, increasing happiness, improving positive psychological well-being, enhancing cognitive functions (such as sustained attention, fluid intelligence, information processing speed and executive functions), fostering correct attitudes and awareness of psychological health, helping students develop interest in learning, enhancing psychological health literacy, knowledge of psychological disorders, awareness of prevention, ability to recognize signs and symptoms, eliminating stigma related to psychological health, promoting social interaction, and improving help-seeking behaviors for psychological health issues. ConclusionThe school-based psychological and behavioral health services based on the WHO HPS framework mainly encompass school health education curriculum and school health services. The health benefits of school-based psychological and behavioral health services are reflected in psychological and behavioral health, overall psychological well-being, and quality of life, as well as social behavior and academic performance.
ABSTRACT
ObjectiveTo systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles. MethodsPubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review. ResultsEight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved. ConclusionIn the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.