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CHAPTER II
REVIEW OF THE RELATED LITERATURE AND STUDIES
This chapter includes all relevant data which were acquired by the researchers from
numerous research papers and books. This concentrates on the relevant studies and literature,
both local and international.
Mental Health of Junior High School Students
As student activism continues to roil campuses, concerns have arisen about the mental
health costs associated with activist-oriented civic engagement. Drawing on in-depth
interviews with 42 self-identifying student activists from across the United States, the study
by (Conner, Crawford, & Galioto, 2021) examines how activists describe the impact of their
activism on their mental health. While just under one-third of the respondents perceived a
positive effect, 60% noted adverse consequences to their psychological well-being.
Nevertheless, these respondents remained committed to continuing their activism. Four
factors surfaced in activists’ reflections on their mental health, which, while not responsible
for positive mental health outcomes, did help offset the stress, exhaustion, and guilt
associated with activism. These four factors included social capital or connection to others, a
sense of purpose, effecting change, and self-care and collective care. Respondents credited
these factors with helping them to sustain the emotionally and physically difficult work of
activism. Implications for higher education policy and practice are discussed.
The findings of the study by (Dale et al., 2022) suggest that from February 2021 to
autumn 2021 girls’ mental health has worsened in the areas of well-being, depression,
suicidal thoughts, and sleep. Although little change has occurred in boys’ mental health
during this time, suicidal thoughts have increased significantly. Likewise, non-binary
adolescents showed similar scores in early and late 2021. The lack of change in non-binary
youth’s mental health may, however, be due to a ceiling effect as their scores were already
abysmal in the first survey. In addition, the non-binary and male samples were smaller than
the female samples, and significant results are more probable in larger samples.
Effective and quality school mental promotion has been connected to improved
academic accomplishment and competence, the decreased occurrence of problem behaviors,
an increased number of relationships encompassing each child, and meaningful, positive
changes in school environments. Toward that end, the present study was aimed at assessing
the effectiveness of mental health programs in promoting mental health characteristics among
adolescents in a school situated in Coimbatore. These results are in agreement with a study
conducted by Campos L et al., in 2018 which evaluated the effectiveness of a School-Based
Mental Health Literacy Promotion Program among 12–14-year-old children. The results
showed that the participants in the experimental group had significantly higher gains
compared to the control group, both in the global score and in all individual Mental Health
Literacy questionnaire dimensions proving that the program was effective through follow-up
after 6 months. The intervention used by the authors was a combined 180 min (two 90-min
sessions) which is significantly lower than the duration of intervention in the present study.
The study also had a follow-up of 6 months which helped evaluate the long-term effect of the
study.
The results of the study by (Baskaran, Sekar, & Kokilavani, 2023) are comparable to
that of a study conducted by Yamaguchi S et al. to assess to effectiveness of a classroom-
based mental health literacy educational intervention to promote knowledge and help-
seeking/helping behavior in adolescents. The proportion of participants in the intervention
group who answered correctly was significantly increased post-intervention when compared
to the pre-intervention test, which was significantly more than the control group.
Much work has been dedicated to understanding the effects of adverse home
environments on brain development. While the school social and learning environment plays
a role in child development, little work has been done to investigate the impact of the school
environment on the developing brain. The goal of the study by (Rakesh, Zalesky, & Whittle,
2023) was to examine associations between the school environment, brain structure and
connectivity, and mental health. School environment was associated with connectivity of the
auditory and retrosplenial temporal network as well as of higher-order cognitive networks
like the cingulo-opercular, default mode, ventral attention, and frontoparietal networks.
Multivariate analyses revealed that connectivity of the cingulo-opercular and default mode
networks was also associated with mental health. Findings shed light on the neural
mechanisms through which favorable school environments may contribute to positive mental
health outcomes in children. Our findings have implications for interventions targeted at
promoting positive youth functioning through improving school environments.
References
Baskaran, M., Sekar, U., & Kokilavani, N. (2023). Quasi-experimental study to assess
the effectiveness of mental health programme on promoting mental health characteristics
among adolescents in Coimbatore, India. Clinical Epidemiology and Global Health, 20,
101216. https://doi.org/10.1016/j.cegh.2023.101216
Conner, J. O., Crawford, E., & Galioto, M. (2021). The Mental Health Effects of
Student Activism: Persisting Despite Psychological Costs. Journal of Adolescent Research,
38(1), 80–109. https://doi.org/10.1177/07435584211006789
Dale, R., Jesser, A., Pieh, C., O’Rourke, T., Probst, T., & Humer, E. (2022). Mental
health burden of high school students, and suggestions for psychosocial support, 1.5 years
into the COVID-19 pandemic in Austria. European Child & Adolescent Psychiatry, 32(6),
1015–1024. https://doi.org/10.1007/s00787-022-02032-4
Rakesh, D., Zalesky, A., & Whittle, S. (2023). The Role of School Environment in
Brain Structure, Connectivity, and Mental Health in Children: A Multimodal Investigation.
Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 8(1), 32–41.
https://doi.org/10.1016/j.bpsc.2022.01.006

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CHAPTER II

REVIEW OF THE RELATED LITERATURE AND STUDIES

both local and international.

Mental Health of Junior High School Students

health costs associated with activist-oriented civic engagement. Drawing on in-depth

positive effect, 60% noted adverse consequences to their psychological well-being.

Nevertheless, these respondents remained committed to continuing their activism. Four

academic accomplishment and competence, the decreased occurrence of problem behaviors,

an increased number of relationships encompassing each child, and meaningful, positive

conducted by Campos L et al., in 2018 which evaluated the effectiveness of a School-Based

that of a study conducted by Yamaguchi S et al. to assess to effectiveness of a classroom-

seeking/helping behavior in adolescents. The proportion of participants in the intervention

auditory and retrosplenial temporal network as well as of higher-order cognitive networks

promoting positive youth functioning through improving school environments.

the effectiveness of mental health programme on promoting mental health characteristics

Student Activism: Persisting Despite Psychological Costs. Journal of Adolescent Research,

38(1), 80–109. https://doi.org/10.1177/07435584211006789

Brain Structure, Connectivity, and Mental Health in Children: A Multimodal Investigation.

Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 8(1), 32–41.

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