Remarks y Emotional regulation is a psychological construct which entails the capacity to control one’s emotions, the ability to have positive interactions with others, the capacity to avoid inappropriate or aggressive actions, and the ability to carry out self-directed learning (52). As such, it is a critical domain underpinning broader psychosocial well-being. y Universally-delivered interventions designed to improve psychosocial well-being (emotional regulation) utilized a combination of approaches: curriculum-based, family-based, exercise-based methods and/or social and personal skills development – all of which were found to perform equally well. y In addition, a classroom-based behaviour management intervention was effective in reducing aggressive, disruptive and oppositional behaviours. y It is unknown whether any type of psychosocial interventions improve emotional problems. No reviews reported on prevention of mental health diagnoses (depression, anxiety, conduct dissocial disorder), self-harm or stigma.

Implementation considerations y These interventions have been largely implemented in school-based settings, by teachers or other school staff, and sometimes involving parents or siblings. y Efforts should be made to reach out-of-school children and children exposed to vulnerabilities, including children with disabilities. y It is important to assess and address psychosocial risks and environmental determinants affecting the mental health of children.