Students’ growing mental health needs have resulted in more teachers delivering school-based psychosocial interventions. But we know little about how effective these interventions are to improve students behavioral, emotional, or social functioning. Professor Cynthia Franklin, doctoral student Anao Zhang and colleagues conducted a systematic review of existing studies on the subject. They found that school-based interventions showed statistically significant reductions in students’ internalizing outcomes such as depression and anxiety but no significant effect on externalizing outcomes such as disruptive conduct and substance use. Results are published in Clinical Child and Family Psychology Review.