EFFECTIVENESS OF DIGITAL INTERVENTIONS FOR SCHOOL COUNSELORS AND TEACHERS IN IMPROVING KNOWLEDGE, IDENTIFICATION, AND REFERRAL OF PSYCHOLOGICAL PROBLEMS AMONG SCHOOL STUDENTS: A SYSTEMATIC REVIEW

Abstract

Background: Psychological issues in school-age children and adolescents are emerging as a substantial global health apprehension. In such setting, teachers and school counsellors are often sought as first point of contact. Nevertheless, conditions such as weak referral systems, low mental health literacy, in addition to inadequate training are found to hinder early intervention. In order to improve school-based mental health assistance, scalable methods based on digital interventions such as e-learning modules, mobile apps, tele-mentoring systems, and AI-supported decision tools are being developed. Objective: This systematic review evaluated the effectiveness of digital interventions in improving (1) knowledge regarding psychological problems among school personnel, (2) identification accuracy of student mental health concerns, and (3) referral behaviors and practices. Methods: The research carried out this study using systematic review approach with PRISMA 2020 guidelines. Literature search was done through the use of five different databases which include PubMed, PsycINFO, ERIC, Scopus, and Web of Science within the time frame of January 2010 up to May 2026. All randomized controlled trials, quasi-experiment, and controlled observation concerning the efficacy of digital intervention programs for teachers, school counselors, and other school staff were included in this study. Bias assessment was done using RoB 2.0 and ROBINS-I. Results: In all, there were 21 studies with the total number of individuals being 6,842 from 12 countries involved in the meta-analysis. The types of intervention utilized in the studies used in the meta-analysis include web-based training program, phone application, simulation, webinar-based online modules, and AI screening program. Results for knowledge-based outcome measurement revealed moderate to large improvement in effect size (SMD = 0.62 to 1.18). For identification outcomes, an increase in 20% to 40% was observed through identification test or vignettes. Meanwhile, referral increased 15% to 30%. Conclusion: Digital interventions can be easily scaled up and are highly accessible, especially within limited-resource education environments. Future research efforts need to focus on longitudinal implementation studies, artificial intelligence-based interventions, and culturally adaptable interventions in LMICs. The study addresses the following UN Sustainable Development Goals: SDG 3 (Good Health and Well-being), SDG 4 (Quality Education). The objective is to promote early identification of mental health issues and enhance mental health support at educational institutions through affordable digital interventions.