A cluster randomized controlled trial of the MindMatters mental health promotion program in German primary schools found no significant differences between intervention and control groups in pupils' mental health, social-emotional skills, or academic outcomes at follow-up.
Key Findings
Results
No significant differences were found between intervention and control groups in pupils' self-reported mental health at follow-up.
The study used the Strengths and Difficulties Questionnaire (SDQ) to measure mental health outcomes.
A three-factor SDQ model covering externalizing, internalizing, and prosocial dimensions was applied.
Both self-reported pupil data and teacher-reported data on pupils' mental health showed no significant between-group differences.
The trial ran from 2021 to 2023 with pre- and post-implementation surveys.
Results
No significant differences were found between intervention and control groups in children's self-reported social-emotional skills or teacher-reported academic outcomes at follow-up.
Outcomes measured included social-emotional and academic skills as well as learning behavior.
Both pupil self-reports and teacher reports were used to assess these outcomes.
Data from 2896 pupils were analyzed across 37 German primary schools.
Methods
The cluster randomized controlled trial enrolled 37 German primary schools with pupils in grades 1–3.
18 schools were assigned to the intervention group and 19 to the control group.
Pupils were aged 6–9 years (grades 1–3).
Both pupils and their teachers were surveyed before and after implementation.
The total analyzed sample consisted of 2896 pupils.
The trial was registered in the German Clinical Trials Register: DRKS00023762.
Conclusions
The authors conclude that future studies of whole-school mental health interventions should consider longer implementation periods and higher program uptake.
The authors note that the study provides 'important evidence for complex mental health promotion programs.'
They recommend that education and health policy 'create and mandate conditions that facilitate evidence generation for whole-school interventions.'
The authors also call for ensuring schools receive 'the support needed for effective implementation.'
Liegmann K, Fischer L, Dadaczynski K, Hanewinkel R, Miočević M, Nees F, et al.. (2026). Effectiveness of Mental Health Promotion in Primary Schools: Results of a Cluster-Randomized Controlled Trial.. The Journal of school health. https://doi.org/10.1111/josh.70116