Mental Health-Promoting Interventions in Elementary Schools: Availability and Alignment With Evidence-Informed Implementation Practices

PurposeThis study examined: (1) availability of mental health-promoting interventions (MHPIs) in Quebec elementary schools in relation to area-level socioeconomic advantage, prioritization of student mental health, parent and community engagement, school climate; and (2) the extent to which existing MHPIs incorporated evidence-informed implementation practices.DesignCross-sectional.SettingPublic elementary schools across Quebec, Canada (n = 171).SubjectsSchool principals and vice-principals (n = 171 for Objective 1; n = 43 for Objective 2).MeasuresStructured telephone interviews using standardized French or English closed-ended questionnaires.AnalysisDescriptive statistics and unadjusted association analyses.ResultsOnly 42% of schools offered an MHPI in the past year, with socioeconomically disadvantaged schools less likely and schools prioritizing mental health, engaging parents and community partners, and fostering supportive school environments more likely to do so. Most MHPIs incorporated multiple competencies and active learning approaches, were institutionalized, and were adapted to local contexts. Few MHPIs involved co-design with teachers, parents, or students, and only half incorporated staff training or formal evaluation.ConclusionMHPI availability in Quebec elementary schools was socially patterned. While many existing MHPIs demonstrated substantial alignment with evidence-informed implementation practices, important gaps remained in stakeholder engagement, capacity building, and evaluation. Strengthening funding, staff training, and implementation support may improve the reach, quality, and equitable delivery of school-based mental health promotion.