In light of the dramatic rise in mental health disorders among adolescents seen in the past decade across the world, there is an urgent need for robust evidence on what works to combat this trend. This paper provides the first robust evaluation of the impacts on school outcomes of 6-year funding programme (HeadStart) for area-level mental health interventions for adolescents. Exploiting educational administrative data on ten cohorts of state-educated secondary school students, we use the synthetic control method to construct counterfactual outcomes for areas that received the funding. We show that the funding did not affect students’ absenteeism or academic attainment, but it prevented around 800 students (c. 10% of students typically excluded yearly) from being excluded in its first year. The transient nature of this effect suggests that sustained funding for intervention is a necessary but not sufficient condition to maintain programme effectiveness over time.
Authors
Associate Director
Sarah is an Associate Director in the Education and Skills sector at the IFS, holding a British Academy Postdoctoral Fellowship.
Ruth Gilbert
Suzet Tanya Lereya
Yeosun Yoon
Jessica Deighton
Working Paper details
- DOI
- 10.1920/wp.ifs.2022.4222
- Publisher
- Institute for Fiscal Studies
Suggested citation
Cattan, S et al. (2022). The impact of area level mental health interventions on outcomes for secondary school pupils: Evidence from the HeadStart programme in England . 22/42. London: Institute for Fiscal Studies. Available at: https://ifs.org.uk/publications/impact-area-level-mental-health-interventions-outcomes-secondary-school-pupils (accessed: 27 April 2024).
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