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Mental wellbeing

Children and young people

This map provides structured access to an up-to-date, high-level, robust body of evidence on interventions for maintaining and improving the mental wellbeing of children and young people up to 25 years of age.

Date of last search: January 2025. Next update due: May 2026

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Please note, you may need to scroll horizontally to see all the categories of evidence in the table.

	Population Groups
Interventions	At risk Children & Young People	Preschool age (under 5s)	Primary school age (5-11)	Secondary school/college age (11-18)	Young adults (18-25)
Art interventions	Art interventions - At risk Children & Young People Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Mansfield et al., (2024) The effects of arts interventions for children and young people at-risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes	Art interventions - Preschool age (under 5s) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear	Art interventions - Primary school age (5-11) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Mansfield et al., (2024) The effects of arts interventions for children and young people at-risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes	Art interventions - Secondary school/college age (11-18) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Mansfield et al., (2024) The effects of arts interventions for children and young people at-risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes	Art interventions - Young adults (18-25) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Mansfield et al., (2024) The effects of arts interventions for children and young people at-risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes
Caregiver training/ parenting skills training	Caregiver training/ parenting skills training - At risk Children & Young People National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205 Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Caregiver training/ parenting skills training - Preschool age (under 5s) National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence Health Technology Wales (2024) Intensive family preservation programmes for families in crisis What Works Centre for Children and Families (2024) Virtual and Digital Interventions: A rapid review of interventions for children aged 0-5 and their families Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205 Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Caregiver training/ parenting skills training - Primary school age (5-11) Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Caregiver training/ parenting skills training - Secondary school/college age (11-18) Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Caregiver training/ parenting skills training - Young adults (18-25) Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205
Coaching/mentoring	Coaching/mentoring - At risk Children & Young People National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Coaching/mentoring - Preschool age (under 5s) National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Coaching/mentoring - Primary school age (5-11) National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Coaching/mentoring - Secondary school/college age (11-18) National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Coaching/mentoring - Young adults (18-25) National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205
Didactic emotional development	Didactic emotional development - At risk Children & Young People Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review	Didactic emotional development - Preschool age (under 5s) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review	Didactic emotional development - Primary school age (5-11) What Works Clearinghouse (2023) Good Behaviour Game Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Featherson et al., (2024) Mindfulness-enhanced parenting programs for improving outcomes for children and their parents Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223] National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Didactic emotional development - Secondary school/college age (11-18) Clarke et al., (2021) Adolescent mental health: A systematic review on the effectiveness of school-based interventions What Works Clearinghouse (2023) Good Behaviour Game Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Featherson et al., (2024) Mindfulness-enhanced parenting programs for improving outcomes for children and their parents Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223] National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Didactic emotional development - Young adults (18-25) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223
Early education and childcare interventions	Early education and childcare interventions - At risk Children & Young People National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Early education and childcare interventions - Preschool age (under 5s) National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence What Works Centre for Children and Families (2024) Virtual and Digital Interventions: A rapid review of interventions for children aged 0-5 and their families Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Early education and childcare interventions - Primary school age (5-11)	Early education and childcare interventions - Secondary school/college age (11-18)	Early education and childcare interventions - Young adults (18-25)
Family hubs	Family hubs - At risk Children & Young People	Family hubs - Preschool age (under 5s) What Works Centre for Children and Families (2024) Virtual and Digital Interventions: A rapid review of interventions for children aged 0-5 and their families	Family hubs - Primary school age (5-11)	Family hubs - Secondary school/college age (11-18)	Family hubs - Young adults (18-25)
Family partnership programmes or home visit progra	Family partnership programmes or home visit progra - At risk Children & Young People National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Family partnership programmes or home visit progra - Preschool age (under 5s) National Institute for Health and Care Excellence (2012) Social and emotional wellbeing: early years. PH40 Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Baxter S et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0–5 years): Systematic review level evidence Blank et al., (2012) Promoting the social and emotional wellbeing of vulnerable pre-school children (0-5 yrs): UK evidence review.	Family partnership programmes or home visit progra - Primary school age (5-11) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear	Family partnership programmes or home visit progra - Secondary school/college age (11-18) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear	Family partnership programmes or home visit progra - Young adults (18-25) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear
Family support interventions	Family support interventions - At risk Children & Young People Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Barnett, T et al., (2023) Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Family support interventions - Preschool age (under 5s) Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Barnett, T et al., (2023) Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Family support interventions - Primary school age (5-11) Barnett, T et al., (2023) Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Family support interventions - Secondary school/college age (11-18) Barnett, T et al., (2023) Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Family support interventions - Young adults (18-25)
FAST (Families and Schools Together)	FAST (Families and Schools Together) - At risk Children & Young People	FAST (Families and Schools Together) - Preschool age (under 5s) Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families.	FAST (Families and Schools Together) - Primary school age (5-11) Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families.	FAST (Families and Schools Together) - Secondary school/college age (11-18) Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families.	FAST (Families and Schools Together) - Young adults (18-25)
Fostering Healthy Futures (FHF)	Fostering Healthy Futures (FHF) - At risk Children & Young People Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Fostering Healthy Futures (FHF) - Preschool age (under 5s) Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Fostering Healthy Futures (FHF) - Primary school age (5-11) Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Fostering Healthy Futures (FHF) - Secondary school/college age (11-18) Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Fostering Healthy Futures (FHF) - Young adults (18-25) Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205
Good Behaviour Game	Good Behaviour Game - At risk Children & Young People	Good Behaviour Game - Preschool age (under 5s)	Good Behaviour Game - Primary school age (5-11) What Works Clearinghouse (2023) Good Behaviour Game	Good Behaviour Game - Secondary school/college age (11-18) What Works Clearinghouse (2023) Good Behaviour Game	Good Behaviour Game - Young adults (18-25)
Health promotion/education Or Curriculum-based in	Health promotion/education Or Curriculum-based in - At risk Children & Young People Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review	Health promotion/education Or Curriculum-based in - Preschool age (under 5s) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review	Health promotion/education Or Curriculum-based in - Primary school age (5-11) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223] National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Health promotion/education Or Curriculum-based in - Secondary school/college age (11-18) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Clarke et al., (2021) Adolescent mental health: A systematic review on the effectiveness of school-based interventions Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223] National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Health promotion/education Or Curriculum-based in - Young adults (18-25) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223
Intensive Family Preservation Programmes (IFPP)	Intensive Family Preservation Programmes (IFPP) - At risk Children & Young People Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Intensive Family Preservation Programmes (IFPP) - Preschool age (under 5s) Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Intensive Family Preservation Programmes (IFPP) - Primary school age (5-11) Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Intensive Family Preservation Programmes (IFPP) - Secondary school/college age (11-18) Health Technology Wales (2024) Intensive family preservation programmes for families in crisis	Intensive Family Preservation Programmes (IFPP) - Young adults (18-25)
Kinship navigator programmes	Kinship navigator programmes - At risk Children & Young People Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Kinship navigator programmes - Preschool age (under 5s) Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Kinship navigator programmes - Primary school age (5-11) Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Kinship navigator programmes - Secondary school/college age (11-18) Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Kinship navigator programmes - Young adults (18-25) Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care
Mindfulness based activities	Mindfulness based activities - At risk Children & Young People	Mindfulness based activities - Preschool age (under 5s) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research?	Mindfulness based activities - Primary school age (5-11) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Featherson et al., (2024) Mindfulness-enhanced parenting programs for improving outcomes for children and their parents National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Mindfulness based activities - Secondary school/college age (11-18) Clarke et al., (2021) Adolescent mental health: A systematic review on the effectiveness of school-based interventions Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Featherson et al., (2024) Mindfulness-enhanced parenting programs for improving outcomes for children and their parents National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223	Mindfulness based activities - Young adults (18-25) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute for Health and Care Excellence (2022) Social, emotional, and mental wellbeing in primary and secondary education [B] Evidence review for universal curriculum approaches NICE guideline NG223 National Institute of Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [C] Qualitative evidence synthesis for universal curriculum approaches NICE guideline NG223
Parent engagement in school	Parent engagement in school - At risk Children & Young People	Parent engagement in school - Preschool age (under 5s) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years	Parent engagement in school - Primary school age (5-11) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	Parent engagement in school - Secondary school/college age (11-18) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Valentine JC et al., (2019) Families and Schools Together (FAST) for improving outcomes for children and their families. Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	Parent engagement in school - Young adults (18-25)
Psychotherapy	Psychotherapy - At risk Children & Young People Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Psychotherapy - Preschool age (under 5s) Barlow J et al., (2015) Parent-infant psychotherapy for improving parental and infant mental health: a systematic review. Strobel et al., (2022) Family-centred interventions for Indigenous early childhood well-being by primary healthcare services Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Health Technology Wales (2024) Intensive family preservation programmes for families in crisis What Works Centre for Children and Families (2024) Virtual and Digital Interventions: A rapid review of interventions for children aged 0-5 and their families Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Psychotherapy - Primary school age (5-11) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Psychotherapy - Secondary school/college age (11-18) Clarke et al., (2021) Adolescent mental health: A systematic review on the effectiveness of school-based interventions Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Health Technology Wales (2024) Intensive family preservation programmes for families in crisis Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205	Psychotherapy - Young adults (18-25) Blodgett et al. (2024) What works to improve life satisfaction in intervention and observational research? Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Evans et al., (2024) Interventions to improve mental health and well-being in care-experienced children and young people aged less than 25: the CHIMES systematic review National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [G] Evidence review for targeted social and emotional support NICE guideline NG223 National Institute of Health and Care Excellence (2021) Looked-After Children and Young People [F] Interventions to promote physical, mental, and emotional health and wellbeing of lookedafter children, young people and care leavers NICE guideline NG205
School environmental changes	School environmental changes - At risk Children & Young People	School environmental changes - Preschool age (under 5s) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement.	School environmental changes - Primary school age (5-11) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement.	School environmental changes - Secondary school/college age (11-18) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement.	School environmental changes - Young adults (18-25)
School policy changes	School policy changes - At risk Children & Young People	School policy changes - Preschool age (under 5s) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years	School policy changes - Primary school age (5-11) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. What Works Clearinghouse (2023) Good Behaviour Game Yoong et al., (2023) Healthy eating interventions delivered in early childhood education and care settings for improving the diet of children aged six months to six years Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	School policy changes - Secondary school/college age (11-18) Langford R et al., (2014) The WHO Health Promoting School framework for improving the health and well‐being of students and their academic achievement. Marx R et al., (2017) Later school start times for supporting the education, health, and well‐being of high school students What Works Clearinghouse (2023) Good Behaviour Game Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	School policy changes - Young adults (18-25)
Virtual and digital interventions	Virtual and digital interventions - At risk Children & Young People	Virtual and digital interventions - Preschool age (under 5s) What Works Centre for Children and Families (2024) Virtual and Digital Interventions: A rapid review of interventions for children aged 0-5 and their families	Virtual and digital interventions - Primary school age (5-11) National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223]	Virtual and digital interventions - Secondary school/college age (11-18) National Institute for Health and Care Excellence (2022) Social, emotional and mental wellbeing in primary and secondary education [A] Evidence reviews for whole-school approaches NICE guideline [NG223]	Virtual and digital interventions - Young adults (18-25)
Youth-led activities	Youth-led activities - At risk Children & Young People Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Youth-led activities - Preschool age (under 5s) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care	Youth-led activities - Primary school age (5-11) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	Youth-led activities - Secondary school/college age (11-18) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Clarke et al., (2021) Adolescent mental health: A systematic review on the effectiveness of school-based interventions Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care Ponsford et al., (2024) Whole-school interventions promoting student commitment to school to prevent substance use and violence, and improve educational attainment: a systematic review	Youth-led activities - Young adults (18-25) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Ott et al., (2024) What interventions improve outcomes for kinship carers and the children in their care
Youth sport programmes	Youth sport programmes - At risk Children & Young People Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Filges et al., (2024) Participation in organised sport to improve and prevent adverse developmental trajectories of at-risk youth: A systematic review	Youth sport programmes - Preschool age (under 5s) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear	Youth sport programmes - Primary school age (5-11) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Filges et al., (2024) Participation in organised sport to improve and prevent adverse developmental trajectories of at-risk youth: A systematic review	Youth sport programmes - Secondary school/college age (11-18) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear Filges et al., (2024) Participation in organised sport to improve and prevent adverse developmental trajectories of at-risk youth: A systematic review	Youth sport programmes - Young adults (18-25) Clarke AM et al., (2015) What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Resear

Mental wellbeing

Children and young people

Population Groups

Interventions

Art interventions - At risk Children & Young People

Art interventions - Preschool age (under 5s)

Art interventions - Primary school age (5-11)

Art interventions - Secondary school/college age (11-18)

Art interventions - Young adults (18-25)

Caregiver training/ parenting skills training - At risk Children & Young People

Caregiver training/ parenting skills training - Preschool age (under 5s)

Caregiver training/ parenting skills training - Primary school age (5-11)

Caregiver training/ parenting skills training - Secondary school/college age (11-18)

Caregiver training/ parenting skills training - Young adults (18-25)

Coaching/mentoring - At risk Children & Young People

Coaching/mentoring - Preschool age (under 5s)

Coaching/mentoring - Primary school age (5-11)

Coaching/mentoring - Secondary school/college age (11-18)

Coaching/mentoring - Young adults (18-25)

Didactic emotional development - At risk Children & Young People

Didactic emotional development - Preschool age (under 5s)

Didactic emotional development - Primary school age (5-11)

Didactic emotional development - Secondary school/college age (11-18)

Didactic emotional development - Young adults (18-25)

Early education and childcare interventions - At risk Children & Young People

Early education and childcare interventions - Preschool age (under 5s)

Early education and childcare interventions - Primary school age (5-11)

Early education and childcare interventions - Secondary school/college age (11-18)

Early education and childcare interventions - Young adults (18-25)

Family hubs - At risk Children & Young People

Family hubs - Preschool age (under 5s)

Family hubs - Primary school age (5-11)

Family hubs - Secondary school/college age (11-18)

Family hubs - Young adults (18-25)

Family partnership programmes or home visit progra - At risk Children & Young People

Family partnership programmes or home visit progra - Preschool age (under 5s)

Family partnership programmes or home visit progra - Primary school age (5-11)

Family partnership programmes or home visit progra - Secondary school/college age (11-18)

Family partnership programmes or home visit progra - Young adults (18-25)

Family support interventions - At risk Children & Young People

Family support interventions - Preschool age (under 5s)

Family support interventions - Primary school age (5-11)

Family support interventions - Secondary school/college age (11-18)

Family support interventions - Young adults (18-25)

FAST (Families and Schools Together) - At risk Children & Young People

FAST (Families and Schools Together) - Preschool age (under 5s)

FAST (Families and Schools Together) - Primary school age (5-11)

FAST (Families and Schools Together) - Secondary school/college age (11-18)

FAST (Families and Schools Together) - Young adults (18-25)

Fostering Healthy Futures (FHF) - At risk Children & Young People

Fostering Healthy Futures (FHF) - Preschool age (under 5s)

Fostering Healthy Futures (FHF) - Primary school age (5-11)

Fostering Healthy Futures (FHF) - Secondary school/college age (11-18)

Fostering Healthy Futures (FHF) - Young adults (18-25)

Good Behaviour Game - At risk Children & Young People

Good Behaviour Game - Preschool age (under 5s)

Good Behaviour Game - Primary school age (5-11)

Good Behaviour Game - Secondary school/college age (11-18)

Good Behaviour Game - Young adults (18-25)

Health promotion/education Or Curriculum-based in - At risk Children & Young People

Health promotion/education Or Curriculum-based in - Preschool age (under 5s)

Health promotion/education Or Curriculum-based in - Primary school age (5-11)

Health promotion/education Or Curriculum-based in - Secondary school/college age (11-18)

Health promotion/education Or Curriculum-based in - Young adults (18-25)

Intensive Family Preservation Programmes (IFPP) - At risk Children & Young People

Intensive Family Preservation Programmes (IFPP) - Preschool age (under 5s)

Intensive Family Preservation Programmes (IFPP) - Primary school age (5-11)

Intensive Family Preservation Programmes (IFPP) - Secondary school/college age (11-18)

Intensive Family Preservation Programmes (IFPP) - Young adults (18-25)

Kinship navigator programmes - At risk Children & Young People

Kinship navigator programmes - Preschool age (under 5s)

Kinship navigator programmes - Primary school age (5-11)

Kinship navigator programmes - Secondary school/college age (11-18)

Kinship navigator programmes - Young adults (18-25)

Mindfulness based activities - At risk Children & Young People

Mindfulness based activities - Preschool age (under 5s)

Mindfulness based activities - Primary school age (5-11)

Mindfulness based activities - Secondary school/college age (11-18)

Mindfulness based activities - Young adults (18-25)

Parent engagement in school - At risk Children & Young People