Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/316856 
Year of Publication: 
2025
Series/Report no.: 
CESifo Working Paper No. 11742
Publisher: 
CESifo GmbH, Munich
Abstract: 
Effective and scalable strategies for promoting youth mental health are urgently needed. We conducted a randomized controlled trial to assess the impact of school-based, teacher-led coping skills instruction on youth mental health and academic achievement. The trial included 84 classes and 1,879 ninth-grade students (ages 14–15) in Norway. Findings indicate improved mental well-being and reduced emotional distress at a one-year follow-up, particularly among students with low baseline well-being. The intervention also enhanced academic motivation and increased the likelihood of choosing an academic high school track. Additionally, it had a positive effect on math performance among students with initially low academic motivation, but no significant effects on performance in English or Norwegian.
Subjects: 
social and emotional skills
preventive mental health policy
school-based intervention
teacher led intervention
education policy
JEL: 
I20
J00
Document Type: 
Working Paper
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