Implementation quality of whole-school mental health promotion and students’ academic performance
Version of Record online: 31 MAY 2011
© 2011 The Authors. Child and Adolescent Mental Health © 2011 Association for Child and Adolescent Mental Health
Child and Adolescent Mental Health
Volume 17, Issue 1, pages 45–51, February 2012
How to Cite
Dix, K. L., Slee, P. T., Lawson, M. J. and Keeves, J. P. (2012), Implementation quality of whole-school mental health promotion and students’ academic performance. Child and Adolescent Mental Health, 17: 45–51. doi: 10.1111/j.1475-3588.2011.00608.x
- Issue online: 21 DEC 2011
- Version of Record online: 31 MAY 2011
- Accepted for publication: 6 May 2011 Published online: 31 May 2011
- Mental health;
- academic performance;
- intervention quality;
- primary school children;
- social-emotional competencies
Background: This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative.
Method: Hierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies.
Results: After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance. The difference between students in high- and low-implementing schools was equivalent to a difference in academic performance of up to 6 months of schooling.