School Program Helps Kids Cope with Stress

A pilot program designed for youth in grades six through 12 has proved effective in helping kids manage anxiety, depression, and thoughts of suicide.

Dr. Peter Silverstone, a professor in the University of Alberta’s Department of Psychiatry, created the program to quell emotional distress among middle and high school students.

The program, called EMPATHY, has been used in a public school district since 2013 and has been found to help lessen incidents of youth anxiety, depression, and suicide. The study is described in an article published in the journal PLOS ONE.

“We have had a significant decrease in suicidal thinking. Kids are not thinking about harming themselves as much. It’s quite profound,” said Silverstone. “We’ve also had a decrease in the entire school ratings for anxiety and depression, and this occurred in every school, in every grade.”

The program began with a phone call in 2013. Silverstone remembers watching the news one night and seeing an interview with the school district superintendent in which he spoke of a student crisis due to several recent teenage suicides.

Silverstone immediately called school administrators, describing a program he had in mind to introduce interventions to reduce suicidality, depression and anxiety.

The conversation quickly led to the start of a pilot study involving all students between the ages of 11 and 18. At the beginning of the school year, more than 3,000 students in grades six through 12 were screened for mental health issues and assigned an EMPATHY scale score.

Following screening there were rapid interventions for the four percent of youth identified as being actively suicidal or at high risk of self-harm. Within a few hours they had met with a resiliency coach, their parents were informed and they were offered a guided Internet program to help them address their problems.

After taking part in the program, they were re-assessed, and if needed, referred to primary or specialist care.

In addition, junior high students were also offered a 16-week resiliency program aimed at building their ability to interact with other youth and to deal with day-to-day stress in a way that didn’t lead to low mood or anxiety.

After 12 weeks the program saw significant decreases in depression and suicidality. The number of students who were actively suicidal dropped from 125 to 30.

Of the 503 students offered guided Internet-based interventions, 30 percent took part, significantly lowering their scores for depression (28 per cent decrease) and anxiety (12 per cent decrease).

Overall, depression scores for all students dropped by 15 percent, while scores for anxiety dropped by 11 per cent.

“In our school alone, the screening has identified a significant number of students who were not on our radar for having mental health issues,” said Mark Jones, a local middle school principal.

“What’s really important to me is students are recognizing they are not alone and that others are also dealing with many of the struggles associated with mental health and wellness.

“Because of the program, the students are implementing resiliency strategies that they’ve learned in the classroom. The transfer of these skills has had a positive impact on student’s daily lives and their ability to cope with issues that arise.”

“This study is truly world-leading,” says Silverstone. “There are no studies like this around the world that have had these kinds of results. There just aren’t.”

Pieter Langstraat, superintendent of school district, adds, “We are pleased to be partners in this important and valuable program and appreciate the strong research component that is part of it. The results show real promise with the potential to have positive impact in supporting mental wellness of students.”

Silverstone cautions that while early results are encouraging, more study is needed to see if the improvements are sustainable over the long term.

Despite the challenges, Silverstone believes in the future of EMPATHY, and hopes to see it soon in schools across the province.

“Approaches like this can reduce the risk of kids getting depressed or anxious, they can identify kids that have problems, and they can intervene early to stop problems,” said Silverstone. “As a parent, who wouldn’t want that for their kids?”

Source: University of Alberta