title: Integrating children with psychiatric disorders in the classroom: a systematic review.
abstract: BACKGROUND
  The school setting may be the optimal context for early screening of and intervention on child mental health problems, because of its large reach and intertwinement with various participants (child, teacher, parent, other community services). But this setting also exposes children to the risk of stigma, peer rejection and social exclusion. This systematic literature review investigates the efficacy of mental health interventions addressed to children and adolescents in school settings, and it evaluates which programs explicitly take into account social inclusion indicators.
  
  
  METHODS
  Only randomized controlled trials conducted on clinical populations of students and carried out in school settings were selected: 27 studies overall. Most studies applied group Cognitive Behavioural Therapy or Interpersonal Psychotherapy.
  
  
  RESULTS
  Findings were suggestive of the effectiveness of school-based intervention programs in reducing symptoms of most mental disorders. Some evidence was found about the idea that effective studies on clinical populations may promote the social inclusion of children with an ongoing mental disorder and avoid the risk of being highly stigmatized.
  
  
  CONCLUSIONS
  School programs are still needed that implement standardized models with verifiable and evidence-based practices involving the whole school community.
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Giulia
authors.initials: G
authors.lastname: Cossu
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Elisa
authors.initials: E
authors.lastname: Cantone
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Mirra
authors.initials: M
authors.lastname: Pintus
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Michela
authors.initials: M
authors.lastname: Cadoni
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Anna
authors.initials: A
authors.lastname: Pisano
authors.affiliation: Radboud University Nijmegen, The Nederlands.
authors.forename: Roy
authors.initials: R
authors.lastname: Otten
authors.affiliation: Radboud University Nijmegen, The Nederlands.
authors.forename: Rowella
authors.initials: R
authors.lastname: Kuijpers
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Elisa
authors.initials: E
authors.lastname: Pintus
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Federica
authors.initials: F
authors.lastname: Sancassiani
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Maria Francesca
authors.initials: MF
authors.lastname: Moro
authors.affiliation: Medical University of Vienna, Clinical Institute of Pathology, Austria.
authors.forename: Anita
authors.initials: A
authors.lastname: Holzinger
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Alessandra
authors.initials: A
authors.lastname: Mereu
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Antonio
authors.initials: A
authors.lastname: Preti
authors.affiliation: Department of Public Health and Clinical and Molecular Medicine, University of Cagliari, Italy.
authors.forename: Mauro Giovanni
authors.initials: MG
authors.lastname: Carta
keywords: Educational context; mental health; school
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