INTRODUCTION Emotional regulation (ER) is a core variable involved in the onset and maintenance of mental health disorders; therefore, interventions targeting ER in adolescence represent a promising preventive action. The current systematic review provides a synthesis of the evidence on school-based interventions on ER in adolescent students. METHODS Six electronic databases (Medline, Psychology Database, Embase, Scopus, Psychinfo, and Web of Science) were searched. The methodological quality of the included studies was assessed by the Methodological Index for Nonrandomized Studies. RESULTS A total of 36 studies were identified. The interventions were based on different theoretic frameworks and focused on different components of ER. There were universal interventions that addressed the entire class, as well as interventions for a selected population of at-risk students. Only one-third of the studies were based on manualized programs. Small to moderate effect sizes were found for mental health and ER skills. Only a few studies assessed risky behaviors, and these studies showed a reduction with moderate to large effect size. Studies conducted on high-risk populations showed medium-high effect sizes on ER skills. In contrast, studies conducted on unselected samples of students showed greater variability in the outcome estimates. Acceptability analysis and attendance rates suggested that the interventions were well received by students. The lack of follow-up assessments and the absence of sample-size calculation were the most frequent methodological weaknesses. CONCLUSIONS The content of the present review could be useful for professionals involved in the planning of school psychological services. Overall, the findings of the current review support the applicability and beneficial effect of school-based intervention for adolescents. Moreover, the results clearly point out the utility of a multitiered model to structure coordinated and integrated preventive interventions and to optimize resources.

中文翻译：

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以学校为基础的干预措施，以提高青少年学生的情绪调节技能：系统评价。

引言 情绪调节 (ER) 是涉及精神健康障碍发作和维持的核心变量；因此，针对青春期 ER 的干预措施是一种很有前途的预防措施。当前的系统评价综合了关于青少年学生 ER 的学校干预措施的证据。方法 搜索了六个电子数据库（Medline、心理学数据库、Embase、Scopus、Psychinfo 和 Web of Science）。纳入研究的方法学质量由非随机研究方法学指数评估。结果 总共确定了 36 项研究。这些干预措施基于不同的理论框架，并侧重于 ER 的不同组成部分。有针对整个班级的普遍干预措施，以及针对选定的高危学生群体的干预措施。只有三分之一的研究基于手动程序。对心理健康和 ER 技能的影响大小为小到中等。只有少数研究评估了危险行为，并且这些研究显示了中度到大效应量的减少。对高风险人群进行的研究表明，对 ER 技能的影响大小为中高。相比之下，对未经选择的学生样本进行的研究表明，结果估计的可变性更大。可接受性分析和出勤率表明，干预措施深受学生欢迎。缺乏后续评估和样本量计算的缺乏是最常见的方法缺陷。结论 本综述的内容可能对参与学校心理服务规划的专业人员有用。总体而言，当前审查的结果支持以学校为基础的干预对青少年的适用性和有益效果。此外，结果清楚地指出了多层模型在构建协调和综合的预防干预措施以及优化资源方面的效用。