Mixed Methods Study of SKILLZ to Improve Mental Health Knowledge and Emotional Regulation among Adolescents in Scotland

DETAILED SUMMARY

Importance

• Over one billion people worldwide have mental health or substance use disorders. Recent data indicate that up to 1 in 3 Scottish youth may be experiencing a diagnosable mental health challenge, but mental health treatment demand exceeds supply.

Objective

• To assess the effectiveness of MINDSET at improving interpersonal skills and emotional regulation.

Study details

• Study design: Mixed methods
• Data collection tools: Convenience sample of MINDSET interventions at six schools. Participant surveys (n=138, with n=92 matched pre/post and n=46 single time-point). Online survey for teachers (n=4) and key informant interviews (n=2). Focus group discussion with seven AFCCT Coaches (n=1).
• Participants: Average age was 11.6 years. 51% male, 47% female, 2% undisclosed.
• Implementation setting: Aberdeen, Scotland (n=2 primary school, n=4 secondary school)
• Study period: Evaluation conducted from August 2021 to February 2022

Intervention

• MINDSET is a 12-session, curriculum-based program that uses games, metaphors, and discussion with the goal of helping adolescents aged 10-14 years develop knowledge, skills, and behaviors that support good mental health and well-being. Each session is 60 minutes and delivered during school hours.

Results

• MINDSET improves participants’ knowledge around mental and physical health, including skills and strategies related to self-care outside of sessions. It especially develops participant knowledge and behaviors related to empathy. It supports positive behaviors related to mental health, notably emotional control and the ability to bounce back from difficulties.
• MINDSET does not impact directly on the personal well-being of participants, which is perhaps unsurprising given its non-targeted approach working with whole year groups (reporting average baseline well-being measurement) rather than targeting specific groups struggling with their mental health.
• AFCCT Coaches deliver MINDSET in expertly facilitated safe spaces that are highly valued in the school context, and MINDSET enables group discussion around mental health not available elsewhere within school.
• Schools and teaching staff evaluate that AFCCT coaches utilize MINDSET in a targeted manner for individual case work with students facing significant challenges in school.
• 100% of teachers surveyed would recommend MINDSET to colleagues or other institutions.

Conclusions and implications

• To further optimize MINDSET, different uses of MINDSET should be clarified, including its year group wide mental health education format and its targeted individual case work. Future monitoring and evaluation should target outcomes accordingly.
• An audit of the AFCCT and/or GRS training that has led to Coaches delivering such effective safe spaces should be undertaken to facilitate these in future interactions.