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The Impact of Teaching Coping Skills in Schools on Youth Mental Health and Academic Achievement: Evidence from a Field Experiment

Author

Listed:
  • Mari Rege
  • Edvin Bru
  • Ingeborg F. Solli
  • Maximiliaan W. P. T. Thijssen
  • Kjersti B. Tharaldsen
  • Lene Vestad
  • Sigrun K. Ertesvåg
  • Terje Ogden
  • Paul N. Stallard

Abstract

Effective and scalable strategies for promoting youth mental health are urgently needed. We conducted a randomized controlled trial to assess the impact of school-based, teacher-led coping skills instruction on youth mental health and academic achievement. The trial included 84 classes and 1,879 ninth-grade students (ages 14–15) in Norway. Findings indicate improved mental well-being and reduced emotional distress at a one-year follow-up, particularly among students with low baseline well-being. The intervention also enhanced academic motivation and increased the likelihood of choosing an academic high school track. Additionally, it had a positive effect on math performance among students with initially low academic motivation, but no significant effects on performance in English or Norwegian.

Suggested Citation

  • Mari Rege & Edvin Bru & Ingeborg F. Solli & Maximiliaan W. P. T. Thijssen & Kjersti B. Tharaldsen & Lene Vestad & Sigrun K. Ertesvåg & Terje Ogden & Paul N. Stallard, 2025. "The Impact of Teaching Coping Skills in Schools on Youth Mental Health and Academic Achievement: Evidence from a Field Experiment," CESifo Working Paper Series 11742, CESifo.
    • Handle: RePEc:ces:ceswps:_11742
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    More about this item

    Keywords

    social and emotional skills; preventive mental health policy; school-based intervention; teacher led intervention; education policy;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J00 - Labor and Demographic Economics - - General - - - General

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