Meta-analytic evidence reportedly finds universal classroom mental-health programs do not improve symptoms and can sometimes worsen outcomes. Broad, lesson-based approaches may crowd out targeted care and create labeling or expectancy harms.
— This challenges a fast-growing education policy trend and redirects resources toward evidence-backed, targeted interventions.
Tyler Cowen
2025.09.23
40% relevant
While that idea argues universal classroom mental‑health programs often fail, this study suggests a structural lever—peer gender composition—has measurable benefits for student mental health, implying environmental design may outperform curricular add‑ons.
Marlene Morgan
2025.09.04
60% relevant
The article critiques picture books that function like cognitive‑behavioral therapy scripts (e.g., Mo Willems’s The Pigeon HAS to Go to School!, The Smart Cookie) saturating early reading with therapeutic messaging, echoing concerns that universalized mental‑health approaches can crowd out healthier development or fail to help.
Rob Henderson
2025.08.19
100% relevant
The newsletter highlights findings that school mental‑health interventions show no improvement 'either immediately... or later' and sometimes make things worse.