Scaling School Mental Health in PreK-12: Implementation Strategies, Systematic Review and Evidence Map in the Middle East and North Africa (MENA) Region
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| Title: | Scaling School Mental Health in PreK-12: Implementation Strategies, Systematic Review and Evidence Map in the Middle East and North Africa (MENA) Region |
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| Language: | English |
| Authors: | Rasha Sayed Ahm, Mostafa Shaban (ORCID |
| Source: | Journal of School Health. 2026 96(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, Preschool Education, Elementary Secondary Education, School Health Services, Health Promotion, Mental Health, Safety, Intervention, School Personnel, Training, Cultural Relevance, Program Implementation |
| Geographic Terms: | Middle East, Africa |
| DOI: | 10.1111/josh.70161 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Children and adolescents in the Middle East and North Africa (MENA) experience a high burden of mental health problems, yet school-based services remain fragmented. Schools offer a strategic platform for prevention and early intervention, but implementation evidence in MENA is limited. Methods: We conducted a systematic review and evidence map of PreK-12 school-based mental health and related health-promoting interventions in MENA countries. Searches were conducted from database inception to August 2025. Implementation strategies were coded using the ERIC framework, and implementation outcomes were classified using Proctor's taxonomy. Findings: Twenty-four studies met inclusion criteria. Interventions included targeted mental health programs, universal promotion initiatives, health-promoting curricula with psychosocial components, and digital safety interventions. Common strategies were training school staff, cultural adaptation, and integration into existing routines. Adoption and feasibility were frequently reported; fidelity, sustainment, cost, and equity outcomes were rarely assessed. Implications for School Health Policy, Practice, and Equity: Strengthening school mental health in MENA requires policy integration, structured workforce support, equity-focused implementation metrics, and sustainable financing mechanisms. Conclusions: School-based mental health interventions are increasing across MENA, but systematic implementation planning is essential for long-term scale and impact. |
| Abstractor: | As Provided |
| Notes: | www.ashaweb.org |
| Entry Date: | 2026 |
| Accession Number: | EJ1507986 |
| Database: | ERIC |
| Abstract: | Background: Children and adolescents in the Middle East and North Africa (MENA) experience a high burden of mental health problems, yet school-based services remain fragmented. Schools offer a strategic platform for prevention and early intervention, but implementation evidence in MENA is limited. Methods: We conducted a systematic review and evidence map of PreK-12 school-based mental health and related health-promoting interventions in MENA countries. Searches were conducted from database inception to August 2025. Implementation strategies were coded using the ERIC framework, and implementation outcomes were classified using Proctor's taxonomy. Findings: Twenty-four studies met inclusion criteria. Interventions included targeted mental health programs, universal promotion initiatives, health-promoting curricula with psychosocial components, and digital safety interventions. Common strategies were training school staff, cultural adaptation, and integration into existing routines. Adoption and feasibility were frequently reported; fidelity, sustainment, cost, and equity outcomes were rarely assessed. Implications for School Health Policy, Practice, and Equity: Strengthening school mental health in MENA requires policy integration, structured workforce support, equity-focused implementation metrics, and sustainable financing mechanisms. Conclusions: School-based mental health interventions are increasing across MENA, but systematic implementation planning is essential for long-term scale and impact. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70161 |
