School-based intervention study examining universal approaches for depressive symptoms and mental health literacy of pupils in Year 9 in England (AWARE): multi-school, parallel group, cluster randomised controlled trial

TY - JOUR

T1 - School-based intervention study examining universal approaches for depressive symptoms and mental health literacy of pupils in Year 9 in England (AWARE)

T2 - multi-school, parallel group, cluster randomised controlled trial

AU - Deighton, Jessica

AU - Hayes, Daniel

AU - Thompson, Abigail

AU - March, Anna

AU - Thornton, Emma

AU - Santos, Joao

AU - Patalay, Praveetha

AU - Mansfield, Rosie

AU - Deniz, Emre

AU - Knowles, Christopher

AU - Humphrey, Neil

AU - Stallard, Paul

AU - Ashworth, Emma

AU - Moltrecht, Bettina

AU - Nisbet, Kirsty

AU - Mason, Carla

AU - Stepanous, Jessica

AU - Boehnke, Jan

N1 - Publisher Copyright: © The Author(s), 2026. Published by Cambridge University Press on behalf of Royal College of Psychiatrists.

PY - 2026/8/7

Y1 - 2026/8/7

N2 - Background Mental health problems in adolescents are increasing. Universal school-based interventions may play an important preventative role. Aims The aim of the Approaches for Well-being and Mental Health Literacy: Research in Education (AWARE) trial was to evaluate two universal, school-based interventions that previously yielded evidence of impact in other countries: Youth Aware of Mental Health (YAM) and The Mental Health and High School Curriculum Guide (The Guide). Method AWARE was a multi-school, parallel group, cluster randomised controlled trial in English secondary schools. Schools were allocated on a 1:1:1 ratio to one of two interventions or a usual practice control group, balanced on current levels of mental health provision within schools, school location, deprivation and urbanicity. Eligible participants were pupils in schools across England in Year 9 (aged 13–14 years) at baseline. The statistician, quantitative data analyst and economist were masked. Primary outcomes were depressive symptoms measured with the Short Mood and Feelings Questionnaire for YAM and intended help-seeking, measured with the General Help Seeking Questionnaire for The Guide (both at 3–6 months). Results 153 schools were randomised, including 12 166 pupils (NYAM = 4028 pupils, Nguide = 3997 pupils, Ncontrol = 4141 pupils). We found that for YAM vs control (N = 5516) there was no improvement in depressive symptoms s.m.d. = 0.02; 95% CI –0.05 to 0.10), and for The Guide vs control (N = 5409) we found increased intended help-seeking compared with the control group (s.m.d. = 0.10; 95% CI 0.02 to 0.19). A notable minority of schools were unable to deliver YAM because of challenges in implementing it. Increased depressive symptoms scores were observed in both intervention conditions, compared with control at the longer-term follow-up. Conclusions The findings indicate that participating in The Guide is effective at improving intended help-seeking. However, due to the increases in depressive symptoms associated with each intervention at the long-term follow-up, further investigation of the potential negative impacts of these programmes is advised before further rollout in English schools. Trial registration number: ISRCTN17631228.

AB - Background Mental health problems in adolescents are increasing. Universal school-based interventions may play an important preventative role. Aims The aim of the Approaches for Well-being and Mental Health Literacy: Research in Education (AWARE) trial was to evaluate two universal, school-based interventions that previously yielded evidence of impact in other countries: Youth Aware of Mental Health (YAM) and The Mental Health and High School Curriculum Guide (The Guide). Method AWARE was a multi-school, parallel group, cluster randomised controlled trial in English secondary schools. Schools were allocated on a 1:1:1 ratio to one of two interventions or a usual practice control group, balanced on current levels of mental health provision within schools, school location, deprivation and urbanicity. Eligible participants were pupils in schools across England in Year 9 (aged 13–14 years) at baseline. The statistician, quantitative data analyst and economist were masked. Primary outcomes were depressive symptoms measured with the Short Mood and Feelings Questionnaire for YAM and intended help-seeking, measured with the General Help Seeking Questionnaire for The Guide (both at 3–6 months). Results 153 schools were randomised, including 12 166 pupils (NYAM = 4028 pupils, Nguide = 3997 pupils, Ncontrol = 4141 pupils). We found that for YAM vs control (N = 5516) there was no improvement in depressive symptoms s.m.d. = 0.02; 95% CI –0.05 to 0.10), and for The Guide vs control (N = 5409) we found increased intended help-seeking compared with the control group (s.m.d. = 0.10; 95% CI 0.02 to 0.19). A notable minority of schools were unable to deliver YAM because of challenges in implementing it. Increased depressive symptoms scores were observed in both intervention conditions, compared with control at the longer-term follow-up. Conclusions The findings indicate that participating in The Guide is effective at improving intended help-seeking. However, due to the increases in depressive symptoms associated with each intervention at the long-term follow-up, further investigation of the potential negative impacts of these programmes is advised before further rollout in English schools. Trial registration number: ISRCTN17631228.

KW - Child and adolescent psychiatry

KW - evidence-based mental health

KW - prevention

KW - psychosocial interventions

KW - randomised controlled trial

UR - https://www.scopus.com/pages/publications/105046964444

U2 - 10.1192/bjp.2026.10667

DO - 10.1192/bjp.2026.10667

M3 - Article

C2 - 42565291

SN - 0007-1250

SP - 1

EP - 10

JO - British Journal of Psychiatry

JF - British Journal of Psychiatry

ER -