<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100855</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551282780por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Promover a Saúde Mental nas Escolas - PROMEHS: impacto da implementação do currículo em Portugal,]]></article-title>
<article-title xml:lang="en"><![CDATA[Promoting Mental Health at Schools - PROMEHS: impact of curriculum implementation in Portugal					,]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simões]]></surname>
<given-names><![CDATA[Celeste]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Margarida Frade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lebre]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Canha]]></surname>
<given-names><![CDATA[Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Anabela Caetano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Dória]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murgo]]></surname>
<given-names><![CDATA[Camélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Margarida Gaspar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Grazzani]]></surname>
<given-names><![CDATA[Ilaria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Lisboa Faculdade de Motricidade Humana ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Faculdade de Motricidade Humana Instituto de Etnomusicologia]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Universitário de Lisboa CIS-Iscte ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade do Oeste Paulista  ]]></institution>
<addr-line><![CDATA[Presidente Prudente São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Católica Portuguesa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Milano-Bicocca Departamento de Ciências Humanas para a Educação &#8220;R. Massa&#8221; ]]></institution>
<addr-line><![CDATA[Milão ]]></addr-line>
<country>Itália</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100855&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100855&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Apesar da evidência do impacto positivo das intervenções na área da promoção da saúde mental nas escolas, existe a necessidade de realizar estudos robustos, em particular quando novos programas são desenvolvidos, de forma a promover a adoção de boas práticas e a identificação de estratégias eficazes de intervenção. Este estudo teve como objetivo avaliar o impacto da implementação do currículo PROMEHS em Portugal, em contexto escolar com um grupo de crianças e adolescentes (N=1764). O estudo utilizou um desenho quase-experimental de caráter longitudinal no grupo experimental e no grupo em espera nas fases pré e pós-teste da implementação. Foram coletados dados com professores, pais/responsáveis pelos alunos e alunos, através de um conjunto de instrumentos: nomeadamente, o questionário das Capacidades e Dificuldades (SDQ), Competências Socioemocionais (SSIS-SEL Brief Scales), domínio académico, resiliência (CDRisc10) e impacto do PROMEHS. Os resultados apontam para um impacto significativo no aumento das competências socioemocionais e resultados académicos dos alunos, bem como na redução das dificuldades, de acordo com a avaliação dos professores. Na avaliação dos pais/responsáveis pelos alunos e dos alunos não se obtiveram resultados estatisticamente significativos. No entanto, a avaliação do impacto pelas três fontes foi muito positiva. De um modo geral, os resultados apontam a eficácia do currículo PROMEHS na promoção do desenvolvimento socioemocional dos alunos e destacam a importância desse tipo de programa nas escolas portuguesas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Despite evidence of the positive impact of school-based mental health promotion interventions, there remains a need for robust studies, particularly to evaluate newly developed programs, in order to promote the adoption of best practices and identify effective intervention strategies. This study aimed to evaluate the impact of implementing the PROMEHS curriculum in Portugal in a school setting, using a sample of children and adolescents (N=1,764). A longitudinal quasi-experimental design was adopted with an experimental group and a waitlist control group, assessed at the pre- and post-test phases of implementation. Data were collected from teachers, parents/guardians, and students using a set of instruments: the Strengths and Difficulties Questionnaire (SDQ), the Social-Emotional Skills (SSIS-SEL Brief Scales), Academic Competence, Resilience (CD-RISC10), and PROMEHS impact. The results indicate a significant impact on students&#8217; socioemotional competencies and academic outcomes, as well as a reduction in difficulties, according to teacher assessments. No statistically significant results were found in the assessments of parents/guardians or the students. However, the evaluation of the program impact across all three informant sources was highly positive. Overall, the findings demonstrate the effectiveness of PROMEHS in promoting students&#8217; socioemotional development and highlight the importance of this type of program in Portuguese schools.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[Competências socioemocionais]]></kwd>
<kwd lng="pt"><![CDATA[Resiliência]]></kwd>
<kwd lng="pt"><![CDATA[Problemas comportamentais]]></kwd>
<kwd lng="pt"><![CDATA[Intervenções escolares]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
<kwd lng="en"><![CDATA[Socioemotional Competencies]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[Behavioral problems]]></kwd>
<kwd lng="en"><![CDATA[School-based interventions]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANTHONY]]></surname>
<given-names><![CDATA[Christopher]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Examining the structural validity of the SSIS SEL brief scales: Teacher and student forms]]></article-title>
<source><![CDATA[Psychology in the Schools]]></source>
<year>2022</year>
<month>a</month>
<volume>59</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>260-80</page-range><publisher-loc><![CDATA[Muncie ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ANTHONY]]></surname>
<given-names><![CDATA[Christopher]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Multi-informant validity evidence for the SSIS SEL Brief Scales across six European countries]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2022</year>
<month>b</month>
<volume>13</volume>
<publisher-loc><![CDATA[Lausanne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAFFSKY]]></surname>
<given-names><![CDATA[Rachel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strategies for enhancing the implementation of universal mental health prevention programs in schools: a systematic review]]></article-title>
<source><![CDATA[Prevention Science]]></source>
<year>2023</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>337-52</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLAIR]]></surname>
<given-names><![CDATA[Clancy]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of the tools of the mind kindergarten program on children's social and emotional development]]></article-title>
<source><![CDATA[Early Childhood Research Quarterly]]></source>
<year>2018</year>
<volume>43</volume>
<page-range>52-61</page-range><publisher-loc><![CDATA[Columbus ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLANCA]]></surname>
<given-names><![CDATA[Maria José]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effect of variance ratio on ANOVA robustness: Might 1.5 be the limit?]]></article-title>
<source><![CDATA[Behavior Research Methods]]></source>
<year>2018</year>
<volume>50</volume>
<page-range>937-62</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BRIGGS]]></surname>
<given-names><![CDATA[Ernestine Cabady]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[All adverse childhood experiences are not equal: The contribution of synergy to adverse childhood experience scores]]></article-title>
<source><![CDATA[American Psychologist]]></source>
<year>2021</year>
<volume>76</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>243-52</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CALDARELLA]]></surname>
<given-names><![CDATA[Paul]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting social and emotional learning in second grade students: A study of the strong Start curriculum]]></article-title>
<source><![CDATA[Early Childhood Education Journal]]></source>
<year>2009</year>
<volume>37</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>51-6</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAVIONI]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mental health promotion in schools: A comprehensive theoretical framework]]></article-title>
<source><![CDATA[International Journal of Emotional Education]]></source>
<year>2020</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>65-82</page-range><publisher-loc><![CDATA[Msida MSD ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CAVIONI]]></surname>
<given-names><![CDATA[Valeria]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A multi-component curriculum to promote teachers' mental health: Findings from the PROMEHS program]]></article-title>
<source><![CDATA[International Journal of Emotional Education]]></source>
<year>2023</year>
<volume>15</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>34-52</page-range><publisher-loc><![CDATA[Msida MSD ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CEFAI]]></surname>
<given-names><![CDATA[Carmel]]></given-names>
</name>
</person-group>
<source><![CDATA[A systemic, whole-school approach to mental health and well-being in schools in the EU. NESET Analytical report]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Luxembourg ]]></publisher-loc>
<publisher-name><![CDATA[Publications Office of the European Union]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CEFAI]]></surname>
<given-names><![CDATA[Carmel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effectiveness of a school-based, universal mental health programme in six European countries]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2022</year>
<volume>13</volume>
<publisher-loc><![CDATA[Lausanne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CIPRIANO]]></surname>
<given-names><![CDATA[Christina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stage 2 Report: The state of the evidence for social and emotional learning: a contemporary meta-analysis of universal school-based SEL interventions]]></article-title>
<source><![CDATA[Child Development]]></source>
<year>2023</year>
<volume>94</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>1181-204</page-range><publisher-loc><![CDATA[Medford, MA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CONNOR]]></surname>
<given-names><![CDATA[Kathryn]]></given-names>
</name>
<name>
<surname><![CDATA[DAVIDSON]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of a new resilience scale: The Connor-Davidson resilience scale (CD-RISC)]]></article-title>
<source><![CDATA[Depression and Anxiety]]></source>
<year>2003</year>
<volume>18</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>76-82</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CORCORAN]]></surname>
<given-names><![CDATA[Roisin &lt;italic&gt;et al.&lt;]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research]]></article-title>
<source><![CDATA[Educational Research Review]]></source>
<year>2018</year>
<volume>25</volume>
<page-range>56-72</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRAMER]]></surname>
<given-names><![CDATA[Travis]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs]]></article-title>
<source><![CDATA[Journal of School Psychology]]></source>
<year>2021</year>
<volume>88</volume>
<page-range>85-100</page-range><publisher-loc><![CDATA[Madison, WI ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DOMITROVICH]]></surname>
<given-names><![CDATA[Celene]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children]]></article-title>
<source><![CDATA[Child development]]></source>
<year>2017</year>
<volume>88</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>408-16</page-range><publisher-loc><![CDATA[Malden, MA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ELLIOT]]></surname>
<given-names><![CDATA[Stephen Nelson]]></given-names>
</name>
</person-group>
<source><![CDATA[Social Skills Improvement System, Social Emotional Learning (SSIS SEL) Brief Scales]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Scottsdale, AZ, USA ]]></publisher-loc>
<publisher-name><![CDATA[SAIL CoLab]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRITZ]]></surname>
<given-names><![CDATA[Jessica]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A systematic review of amenable resilience factors that moderate and/or mediate the relationship between childhood adversity and mental health in young people]]></article-title>
<source><![CDATA[Frontiers in Psychiatry]]></source>
<year>2018</year>
<volume>9</volume>
<publisher-loc><![CDATA[Lausanne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOODMAN]]></surname>
<given-names><![CDATA[Anna &lt;italic&gt;et al&lt;]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): data from British parents, teachers and children]]></article-title>
<source><![CDATA[Journal of Abnormal Child Psychology]]></source>
<year>2010</year>
<volume>38</volume>
<page-range>1179-91</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOODMAN]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Psychometric properties of the strengths and difficulties questionnaire]]></article-title>
<source><![CDATA[Journal of the American Academy of Child &amp; Adolescent Psychiatry]]></source>
<year>2001</year>
<volume>40</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1337-45</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GRAZZANI]]></surname>
<given-names><![CDATA[Ilaria]]></given-names>
</name>
</person-group>
<source><![CDATA[Currículo para promover a saúde mental nas escolas: orientações para decisores políticos]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUELDNER]]></surname>
<given-names><![CDATA[Barbara]]></given-names>
</name>
</person-group>
<source><![CDATA[Social and emotional learning in the classroom: Promoting mental health and academic success]]></source>
<year>2020</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Guilford Publications]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HAIR]]></surname>
<given-names><![CDATA[Joseph]]></given-names>
</name>
</person-group>
<source><![CDATA[Multivariate data analysis]]></source>
<year>2014</year>
<publisher-loc><![CDATA[Harlow ]]></publisher-loc>
<publisher-name><![CDATA[Pearson Education Limited]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JONES]]></surname>
<given-names><![CDATA[Stephanie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting social and emotional competencies in elementary school]]></article-title>
<source><![CDATA[The Future of Children]]></source>
<year>2017</year>
<page-range>49-72</page-range><publisher-loc><![CDATA[Princeton, NJ ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KAIL]]></surname>
<given-names><![CDATA[Robert]]></given-names>
</name>
<name>
<surname><![CDATA[CAVANAUGH]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Human development: A life-span view]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Stamford ]]></publisher-loc>
<publisher-name><![CDATA[Cengage Learning]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KHAN]]></surname>
<given-names><![CDATA[Lorraine]]></given-names>
</name>
</person-group>
<source><![CDATA[Missed opportunities: A review of recent evidence into children and young people's mental health]]></source>
<year>2016</year>
<publisher-name><![CDATA[Centre for Mental Health]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LARSEN]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Longitudinal Covid-19 effects on child mental health: vulnerability and age dependent trajectories]]></article-title>
<source><![CDATA[Child and Adolescent Psychiatry and Mental Health]]></source>
<year>2023</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LOW]]></surname>
<given-names><![CDATA[Sabina]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time]]></article-title>
<source><![CDATA[Developmental Psychology]]></source>
<year>2019</year>
<volume>55</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>415-33</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTÍNEZ-SAURA]]></surname>
<given-names><![CDATA[Helena Fuentesanta]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Secondary school teachers' beliefs about education of social and emotional learning]]></article-title>
<source><![CDATA[Publicaciones de la Facultad de Educacion y Humanidades del Campus de Melilla]]></source>
<year>2024</year>
<volume>54</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>99-115</page-range><publisher-loc><![CDATA[Melilla ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINEZ-YARZA]]></surname>
<given-names><![CDATA[Nerea]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A systematic review of instruments measuring social and emotional skills in school-aged children and adolescents]]></article-title>
<source><![CDATA[Child Indicators Research]]></source>
<year>2023</year>
<volume>16</volume>
<page-range>1475-502</page-range><publisher-loc><![CDATA[Dordrecht ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARTINSONE]]></surname>
<given-names><![CDATA[Baiba]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: parent and teacher evaluations]]></article-title>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2022</year>
<volume>12</volume>
<publisher-loc><![CDATA[Lausanne ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MERTLER]]></surname>
<given-names><![CDATA[Craig]]></given-names>
</name>
</person-group>
<source><![CDATA[Advanced and multivariate statistical methods: Practical application and interpretation]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Abingdon ]]></publisher-loc>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[NEUENSCHWANDER]]></surname>
<given-names><![CDATA[Markusa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teachers&#8217; and parents&#8217; judgments on social-emotional competence of children with behavioral problems]]></article-title>
<source><![CDATA[Journal of Educational Science]]></source>
<year>2024</year>
<volume>27</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>903-21</page-range><publisher-loc><![CDATA[Ahvaz ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[O'CONNER]]></surname>
<given-names><![CDATA[Rosemary]]></given-names>
</name>
</person-group>
<source><![CDATA[A review of the literature on social and emotional learning for students ages 3-8: characteristics of effective social and emotional learning programs (part 1 of 4)]]></source>
<year>2017</year>
<publisher-loc><![CDATA[Bloomington ]]></publisher-loc>
<publisher-name><![CDATA[REL 2017-245]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PALLANT]]></surname>
<given-names><![CDATA[Julie]]></given-names>
</name>
</person-group>
<source><![CDATA[SPSS Survival Manual]]></source>
<year>2011</year>
<edition>4</edition>
<publisher-loc><![CDATA[Crows Nest, Australia ]]></publisher-loc>
<publisher-name><![CDATA[Allen &amp; Unwin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PIOTROWSKA]]></surname>
<given-names><![CDATA[Patrycja]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mothers, fathers, and parental systems: A conceptual model of parental engagement in programmes for child mental health-Connect, Attend, Participate, Enact (CAPE)]]></article-title>
<source><![CDATA[Clinical Child and Family Psychology Review]]></source>
<year>2017</year>
<volume>20</volume>
<page-range>146-61</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RACINE]]></surname>
<given-names><![CDATA[Nicole]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Global prevalence of depressive and anxiety symptoms in children and adolescents during COVID-19: a meta-analysis]]></article-title>
<source><![CDATA[JAMA Pediatrics]]></source>
<year>2021</year>
<volume>175</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>1142-50</page-range><publisher-loc><![CDATA[Chicago, IL ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROMANO]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cross-informant agreement on mental health outcomes in children with maltreatment histories: A systematic review]]></article-title>
<source><![CDATA[Psychology of Violence]]></source>
<year>2018</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-30</page-range><publisher-loc><![CDATA[Washington, DC, USA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Margarida]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Does online implementation make a difference in the effects of a mental health curriculum at schools?]]></article-title>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2022</year>
<volume>19</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>16990</page-range><publisher-loc><![CDATA[Basel, Switzerland ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHI]]></surname>
<given-names><![CDATA[Jieping]]></given-names>
</name>
<name>
<surname><![CDATA[CHEUNG]]></surname>
<given-names><![CDATA[Alan]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective components of social emotional learning programs: a meta-analysis]]></article-title>
<source><![CDATA[Journal of Youth and Adolescence]]></source>
<year>2024</year>
<volume>53</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>755-71</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SHOSHANI]]></surname>
<given-names><![CDATA[Anat]]></given-names>
</name>
<name>
<surname><![CDATA[KOR]]></surname>
<given-names><![CDATA[Ariel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The mental health effects of the COVID-19 pandemic on children and adolescents: Risk and protective factors]]></article-title>
<source><![CDATA[Psychological Trauma: Theory, Research, Practice, and Policy]]></source>
<year>2022</year>
<volume>14</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1365-73</page-range><publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SIMÕES]]></surname>
<given-names><![CDATA[Celeste]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Facing the adversity: the role of internal assets on well-being in adolescents with special needs]]></article-title>
<source><![CDATA[The Spanish Journal of Psychology]]></source>
<year>2015</year>
<volume>18</volume>
<publisher-loc><![CDATA[Philadelphia, PA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SIMÕES]]></surname>
<given-names><![CDATA[Celeste]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[PROJETO PROMEHS - Promover a saúde mental nas escolas]]></article-title>
<source><![CDATA[Omnia]]></source>
<year>2020</year>
<volume>10</volume>
<page-range>41-50</page-range><publisher-loc><![CDATA[Faro ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SOLMI]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Age at onset of mental disorders worldwide: large-scale meta-analysis of 192 epidemiological studies]]></article-title>
<source><![CDATA[Molecular Psychiatry]]></source>
<year>2022</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>281-95</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SPADAFORA]]></surname>
<given-names><![CDATA[Natalie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Are child and adolescent students more uncivil after COVID-19?]]></article-title>
<source><![CDATA[School Psychology]]></source>
<year>2024</year>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TAYLOR]]></surname>
<given-names><![CDATA[Rebecca]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects]]></article-title>
<source><![CDATA[Child Development]]></source>
<year>2017</year>
<volume>88</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>1156-71</page-range><publisher-loc><![CDATA[Malden, MA ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<collab>UNICEF</collab>
<source><![CDATA[The state of the world's children 2021: On my mind - Promoting, protecting and caring for children's mental health]]></source>
<year>2021</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Unicef]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEARE]]></surname>
<given-names><![CDATA[Katherine]]></given-names>
</name>
</person-group>
<source><![CDATA[What works in promoting social and emotional well-being and responding to mental health problems in schools? Advice for Schools and Framework Document. Partnership for Well-being and Mental Health in Schools]]></source>
<year>2015</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[National Children's Bureau (NCB)]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WEARE]]></surname>
<given-names><![CDATA[Katherine]]></given-names>
</name>
<name>
<surname><![CDATA[NIND]]></surname>
<given-names><![CDATA[Melanie]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Mental health promotion and problem prevention in schools: what does the evidence say?]]></article-title>
<source><![CDATA[Health Promotion International]]></source>
<year>2011</year>
<volume>26</volume>
<numero>suppl. 1</numero>
<issue>suppl. 1</issue>
<page-range>i29-69</page-range><publisher-loc><![CDATA[Eynsham, Oxford ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<collab>WHO - WORLD HEALTH ORGANIZATION</collab>
<source><![CDATA[Making every school a health-promoting school: implementation guidance]]></source>
<year>2021</year>
<publisher-loc><![CDATA[Geneva ]]></publisher-loc>
<publisher-name><![CDATA[World Health Organization]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="book">
<collab>WHO - WORLD HEALTH ORGANIZATION</collab>
<source><![CDATA[World mental health report: transforming mental health for all]]></source>
<year>2022</year>
<publisher-loc><![CDATA[Geneva ]]></publisher-loc>
<publisher-name><![CDATA[World Health Organization]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WIGELSWORTH]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year>2016</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>347-76</page-range><publisher-loc><![CDATA[London ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[WIGELSWORTH]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Social and emotional learning in primary schools: A review of the current state of evidence]]></article-title>
<source><![CDATA[The British Journal of Educational Psychology]]></source>
<year>2022</year>
<volume>92</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>898-924</page-range><publisher-loc><![CDATA[Chichester ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZBUKVIC]]></surname>
<given-names><![CDATA[Isabel]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evidence for targeted and universal secondary school-based programs for anxiety and depression: an overview of systematic reviews]]></article-title>
<source><![CDATA[Adolescent Research Review]]></source>
<year>2023</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-73</page-range><publisher-loc><![CDATA[New York ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
