JMIR Publications

ABSTRACT

Background:

Mental health problems are a significant global health challenge, with the majority manifesting during the crucial developmental phase of adolescence. Factors like childhood abuse, socioeconomic conditions, and hostile school environments worsen the mental health problems among adolescents, resulting in severe consequences, including violence, substance abuse, and reduced academic performance. Schools play a crucial role in implementing mental health interventions, offering unique access to a diverse group of adolescents within their familiar learning environment.

Objective:

This review aims to synthesize the existing literature on interventions designed to support adolescents facing mental health challenges in secondary schools, including the role of school-based support teams (SBST).

Methods:

This scoping review will follow the framework established by Arksey and O'Malley (2005) and will adhere to a five-step process: (1) identifying the research topic; (2) locating relevant studies; (3) selecting studies; (4) charting the data; (5) compiling, summarizing, and reporting the findings. Selection of articles will be detailed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) guidelines. Studies published in English from 2020 to 2025 will be included. A comprehensive search will be done across several databases, including PubMed, Scopus, MEDLINE ULTIMATE, ScienceDirect, Google Scholar, and OpenGrey. Using a standardized tool, two reviewers will independently screen the titles, abstracts, and full texts, and extract data to enhance reliability. If they disagree on something, the third reviewer will mediate to enhance consensus. The selection process for the studies included in the review is scheduled to be completed within a 10-week timeframe. This process will strictly follow the comprehensive guidelines established in the PRISMA-ScR checklist.

Results:

Preliminary database search has been conducted across four databases, PubMed, Scopus, ScienceDirect, and MEDLINE Ultimate, and a total of 2160 records were identified. Duplicates removal and abstract screening are currently in progress. The study is anticipated to be published in June 2025.

Results:

Preliminary database search has been conducted across four databases, PubMed, Scopus, ScienceDirect, and MEDLINE Ultimate, and a total of 2160 records were identified. Duplicates removal and abstract screening are currently in progress.

Conclusions:

This scoping review aims to identify interventions that support adolescents with mental health issues, specifically focusing on Africa, and more particularly on the South African context. This focus will help uncover the cultural and contextual factors that influence mental health interventions in this region. In South Africa, accessing mental health services can be difficult, especially in under-resourced communities. School-based mental health interventions have been recognized as an effective solution, as they can reach many adolescents in a cost-efficient manner. These interventions take place in a familiar environment for adolescents and provide a setting that reduces the stigma associated with seeking mental health services. The findings will provide insights into the range of interventions aimed at supporting adolescent learners in secondary schools. By analyzing current literature, the researchers aim to highlight the different types of school-based interventions available, evaluate their effectiveness, and identify any barriers that prevent adolescents from accessing mental health support. Additionally, the review will explore closely the role of school-based support teams and assess their effectiveness in assisting adolescent learners with mental health problems within the school context. The expected outcome of this scoping review is to deliver a comprehensive overview of mental health interventions intended to support adolescents in secondary schools. Clinical Trial: The complete protocol and supplementary details of the review are publicly accessible via the following URL: https://osf.io/eb3ua