Whole-class mental health sessions in schools have a small but significant effect in reducing depression and anxiety symptoms, according to new analysis led by researchers at UCL (University College London) and Anna Freud.
The analysis, published in the journal Frontiers in Child and Adolescent Psychiatry, combined results from 71 existing studies involving 63,041 young people aged eight to 18.
The researchers found that sessions based on cognitive behavioural therapy (CBT), which helps people to recognise and challenge negative thoughts and behaviours, were more effective at reducing anxiety symptoms than mindfulness-based sessions or sessions drawing from other theories.
Lead author Dr. Daniel Hayes, based in UCL’s Department of Behavioural Science & Health and Anna Freud, a mental health charity for children and young people, said: “The value of whole-class mental health interventions has been contested. Past evidence has been mixed and some experts have argued that, given a lack of obvious benefit, schools should reconsider their use.
A comprehensive analysis led by University College London and the Anna Freud Centre reveals that whole-class mental health sessions in schools can modestly—but meaningfully—reduce symptoms of depression and anxiety in students aged 8–18. The study reviewed 71 trials involving over 63,000 young people and found that interventions rooted in cognitive behavioral therapy (CBT), which teach students to identify and question negative thought patterns, produced the most significant reductions in anxiety compared to mindfulness or other approaches.
Although individual effects were small, when applied across entire student bodies, these programs showed substantial promise. By integrating mental health education directly into the classroom, schools can help destigmatize emotional struggles, foster supportive peer environments, and provide tools for early intervention . The approach also ensures care reaches students who might otherwise never seek help, offering an inclusive platform for building resilience and emotional awareness .
This research highlights the value of school-based mental health initiatives as part of a broader, multi-tiered strategy that includes targeted support for individual students. As schools continue to contend with rising mental health concerns, especially in a post-pandemic world, such classroom-wide interventions can play a crucial role in nurturing students’ emotional well-being and long-term mental health.
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