Effective Strategies for Reducing Depression in High School Students through Emotional and Social Skill Development

High school students worldwide are increasingly experiencing heightened stress levels due to academic demands, social identity challenges, and future planning uncertainties. In Japan, research indicates that a significant number of students exhibit depressive symptoms, with many surpassing clinical thresholds for depression. These symptoms can lead to long-term mental health challenges, adversely affect educational achievements, hinder employment prospects, and have enduring economic impacts.

While various school-based programs have been introduced to address adolescent depression, their success has often been limited, especially among older high school students. Traditional interventions generally target cognitive and behavioral risk factors but frequently fall short in fostering lasting change or addressing the specific needs of this age group. Moreover, many programs lack generalizability, with content that isn't always aligned with students' real-world experiences.

Recognizing these challenges, a Japanese research team led by Professor Akiko Ogata from Hiroshima University developed an innovative, year-long intervention tailored specifically for high school students on part-time courses. Published in hildren and Youth Services Review,
this study evaluated the Mastery of Interpersonal Relationships and Emotional Skills (MIRaES) program involving 120 students.

Implemented by Dr. Kohei Kambara from Doshisha University and co-authored by experts from Kurume University and Hiroshima University, the MIRaES program targeted four critical skill areas: assertiveness, cognitive restructuring, anger management, and problem-solving. Delivered through a collaboration between graduate students specializing in clinical psychology and classroom teachers, the program aimed to ensure that skills learned could be consistently reinforced and applied in daily school life.

Unlike short-term interventions, MIRaES spanned an entire academic year with 12 sessions. The approach focused on increasing emotional resilience, social skills, and emotional regulation among students. Evaluations involved measuring depressive symptoms, social skills, and emotional regulation at three different points in the year, supplemented by qualitative feedback to gain insights into students' personal experiences.

Due to logistical constraints, the team compared outcomes based on session attendance frequency rather than a traditional control group. Results showed that students attending 11 or more sessions maintained stable levels of depression, whereas those with fewer sessions experienced worsening symptoms. Feedback revealed that students who engaged regularly not only learned useful skills but actively applied them, especially in emotional regulation and social interactions.

Professor Kambara emphasized that integrating these skills into the school environment might be key to preventing the escalation of depressive symptoms among adolescents. The findings suggest that adaptable, practical mental health programs can effectively complement existing educational frameworks.

This program's success highlights its potential applicability in various countries and educational settings. It addresses practical barriers like curriculum rigidity and limited time, making it a feasible solution for schools aiming to promote mental health among older high school students.

Overall, this research signifies a meaningful advance in adolescent mental health by providing a scalable, effective intervention model that can be tailored to diverse contexts, ultimately aiming to reduce depression and improve well-being among high school students.