Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/316856 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
CESifo Working Paper No. 11742
Verlag: 
CESifo GmbH, Munich
Zusammenfassung: 
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.
Schlagwörter: 
social and emotional skills
preventive mental health policy
school-based intervention
teacher led intervention
education policy
JEL: 
I20
J00
Dokumentart: 
Working Paper
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