Abstract
PurposeTo investigate the effects of two school-based physical activity interventions on mental health in Norwegian adolescents. MethodsStudents from 29 lower secondary schools in Norway (n = 2084; 14–15 years; 49% female) were cluster-randomized into either a control group or one of two intervention groups (M1 and M2). Two interventions based on different theoretical frameworks aimed to increase physical activity in school by approximately 120 min per week, throughout a 29-week intervention period. M1 consisted of 30 min physically active learning, 30 min physical activity and one 60 min physical education lesson. M2 consisted of one physical education lesson and one physical activity lesson, both focusing on facilitating students’ interest, responsibility and social relationships. The self-report version of the Strengths and Difficulties Questionnaire was used to assess mental health. Physical activity was measured by accelerometry. Linear mixed effects models were used to examine the effects of the interventions. ResultsNo effects were found for the overall study population. Interaction effects warranted subgroup analyses: M1 showed favorable results in the subgroup with the highest levels of psychological difficulties at baseline (b = −2.9; −5.73 to −0.07; p = .045) and in the immigrant subgroup (b = −1.6; −3.53 to 0.27; p = .093). M2 showed favorable results in the immigrant subgroup (b = −2.1; −4.36 to 0.21; p = .075). ConclusionsThe two interventions did not improve mental health in the full study population. However, results indicated beneficial effects among immigrants and those with poor mental health at baseline. More research is needed due to missing values and the results should therefore be interpreted with caution.
Highlights
The leading causes for disability among children and adolescents worldwide are mental- and substance use disorders (Erskine et al, 2015)
Even though the p-values were above the traditional signifi cance level and the confidence interval contained the null-value; a majority of the immigrant subgroup who received the interventions may have experienced a substantial decrease in the likelihood of developing a mental disorder, compared to the respective control subgroup
The School in Motion cluster-ran domized controlled trial (RCT) with two intervention arms spanning over 29 weeks, did not affect psychological difficulties in the overall population (14-15-year-olds in Norway attending ninth grade)
Summary
The leading causes for disability among children and adolescents worldwide are mental- and substance use disorders (Erskine et al, 2015). In Norway, 10% of boys and 28% of girls graduating from lower secondary school report mental health problems (Bakken, 2019). From 2014 to 2019, the amount of Norwegian adolescent boys and girls reporting mental health problems has increased, respec tively, from 8% to 10% and 21%–27% (Bakken, 2015, 2019). Similar increases in adolescent mental health problems have been found internationally (Collishaw, 2015). Mental disorders such as depression have been associated with poor academic achievement, low school attendance and alcohol and drug use (Frojd et al, 2008; Glied & Pine, 2002). Adolescents who experience mental disorders are more likely to develop similar or more severe condi tions as adults (Kessler et al, 2007). The above mentioned studies provide a solid foundation to establish feasible methods for the purpose of preventing these problems
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