{'fraction_non_alphanumeric': 0.0210896309314587, 'fraction_numerical': 0.0, 'mean_word_length': 5.820359281437126, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
School-based Interventions for Students with or at Risk for Depression: A Review of the Literature

Internalizing disorders are increasingly recognized as a significant problem for school-aged children. Students with depression may experience lowered self-esteem, withdrawal, lack of concentration, and poor academic performance. Given these negative outcomes, as well as growing support for school-based mental health services, it is critical to examine the evidence supporting school-based interventions for students with or at risk for depression. This paper provides a review of research on interventions implemented in school settings to reduce children's depressive symptoms. A variety of variables related to intervention implementation and effectiveness were considered. Cognitive behavioral therapies emerged as the intervention with the strongest evidence base for reducing depressive symptoms, showing moderate to large effect sizes. In addition, relaxation training was identified as a promising practice, particularly for children with co-morbid symptoms of anxiety. Implications for both research and practice are discussed.