School-Based Universal Mental Health Interventions for High School Students: A Scoping Review

This scoping review will review the literature on school-based universal mental health interventions for high school students, drawing on evidence from cognitive-behavioural therapy, social-emotional learning, resilience, and mindfulness interventions delivered in schools. The scoping review will be guided by the Arksey and O'Malley Framework (Arksey & O'Malley, 2005). The framework's stages will be used to integrate and synthesise findings and create a meaningful understanding of the existing literature. Extraction of the elaborate intervention details will be guided by the Template for Intervention Description and Replication (TIDieR) checklist and guide (Hoffmann et al., 2014). Moreover, the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for scoping reviews (PRISMA-ScR) and Joanna Briggs Institute will be used to report the scoping review process. This will ensure the rigor, transparency and standard reporting of items (Tricco et al., 2018). For the qualitative findings like facilitators and challenges, a systematic synthesis will be employed through Thematic Analysis (Braun & Clarke, 2006). The narrative findings will be arranged into themes alongside illustrative examples to report the breadth and depth of the evidence. To ensure the credibility and validity of the results, the thematic analysis process will include iterative discussions until consensus is reached.