Impact of a School-Based Universal Mental Health Education Intervention for Adolescents

The primary purpose of this research study was to evaluate the efficacy of BASE, a self-paced online mental health education preventive intervention with middle school students. Two hundred ninety-five adolescent students were randomly assigned to receive BASE modules (n = 156) in a regular education classroom setting over a 5-week period or to a wait-list control (CO) group (n = 139). Change in student- and teacher-report outcome measures was investigated. Students in the BASE condition showed significant gains in mental health knowledge and teacher-reported school engagement over the intervention period whereas CO students showed declines in these areas. In addition, students who spent more time engaged in the BASE intervention modules showed significantly greater gains in BASE mental health knowledge. Because our study sample included a large percentage of Hispanic students (44%), we were able to conduct follow-up analyses to test for differential intervention effects by demographic sub-groups. Findings revealed use of the BASE modules were particularly positively impactful for Hispanic students, including positive changes in self-reported self-efficacy and school engagement as well as life skills over the intervention period compared to Hispanic students in the CO group. Discussion focuses on the potential for digital universal mental health intervention in schools. Tables and figures are appended.