143 urn:lsid:arphahub.com:pub:892805cc-c5d0-571f-8841-3ba335035073 Review of Clinical Pharmacology and Pharmacokinetics – International Edition RCPP 1011-6583 2945-1922 PHARMAKON-Press 10.61873/EWMR7937 34890 Review Article School-based mental health interventions for adolescents: supporting typically developing students and students with neurodevelopmental disorders Katsarou Dimitra V. 1 2 3 Kougioumtzis Georgios A. 2 4 Efthymiou Efthymia 5 Sofologi Maria 2 6 7 Mantsos Evangelos 8 Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, Rhodes, Greece Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean Rhodes Greece Department of Psychology, School of Health Sciences, Neapolis University, Pafos, Cyprus Department of Psychology, School of Health Sciences, Neapolis University Pafos Cyprus , Pafos, Cyprus Pafos Cyprus Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens, Athens, Greece Department of Turkish Studies and Modern Asian Studies, Faculty of Economic and Political Sciences, National and Kapodistrian University of Athens Athens Greece Department of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates Department of Interdisciplinary Studies, Zayed University Dubai United Arab Emirates Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece Laboratory of Psychology, Department of Early Childhood Education, School of Education, University of Ioannina Ioannina Greece Department of Early Childhood Education, School of Education, University of Ioannina, Ioannina, Greece Department of Early Childhood Education, School of Education, University of Ioannina Ioannina Greece University of Thessaly, Volos, Greece University of Thessaly Volos Greece

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2025 17 02 2025 39 1 11 22 809DAD79-05B5-5CE1-9CA3-5CF9A4276FD5 Dimitra V. Katsarou, Georgios A. Kougioumtzis, Efthymia Efthymiou, Maria Sofologi, Evangelos Mantsos This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Mental health interventions in schools are essential for supporting adolescents with neurodevelopmental disorders (NDDs). Schools offer a unique setting for early intervention due to their accessibility and continuity, promoting regular monitoring and engagement. This review explores a multi-tiered mental health framework that includes universal, targeted, and intensive strategies such as social-emotional learning (SEL), cognitive-behavioral therapy (CBT), peer-support programs, and culturally responsive practices. Evidence suggests that these interventions improve mental health outcomes, enhancing academic performance, social skills, and resilience. SEL programs build competencies like emotional regulation, while CBT reduces symptoms of anxiety, depression, and behavioral issues. Peer-support initiatives offer accessible support, reducing stigma within the school community. For students with NDDs, specialized interventions such as social skills training and applied behavior analysis (ABA) demonstrate positive impacts on social functioning and school engagement. The review also examines implementation barriers, including limited resources and the lack of culturally adaptable approaches. Teacher training and community involvement emerge as vital for bridging gaps in mental health support. Advocacy for policy and funding is essential to sustain these programs, ensuring they meet the diverse needs of all students. Through an inclusive, collaborative approach, school-based interventions significantly contribute to adolescent development and well-being.