Last Name 1
First Last Name
Professor Name
Class Name
Date Month Year
Annotated Bibliography
Colomeischi, AA, et al. “Impact of a School Mental Health Program on Children’s and
Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties.” Children (Basel), vol. 9, no.
11, 2022, pp. 1661, doi:10.3390/children9111661.
This study targets educators, mental health professionals, and policymakers. The research
investigates the effectiveness of school mental health programs on the socio-emotional and
psychosocial skills of children and adolescents. Colomeischi and colleagues present evidence
that mental health support has a positive impact on students’ emotional and academic
performance, underscoring the value of early mental health intervention for long-term benefits.
The authors are credible researchers in the field of educational psychology, and the study’s
publication in a peer-reviewed journal ensures its reliability. A primary strength of this source is
its observed approach, offering clear statistical data to support its findings. This study supports
the argument that mental health resources improve academic performance and well-being,
aligning directly with the paper’s thesis. The quantitative data adds credibility, allowing for
evidence-based claims about the benefits of mental health programs in schools.
, Last Name 2
Green, AL, et al. “Social and Emotional Learning during Early Adolescence: Effectiveness of a
Classroom-Based SEL Program for Middle School Students.” Psychology in the Schools, vol.
58, 2021, pp. 1056-1069, doi:10.1002/pits.22487.
The study is intended for school administrators, educators, and researchers. It examines the
impact of social-emotional learning programs on student behavior, including reduced bullying
and improved empathy. Green et al. advocate for SEL programs in middle schools, noting the
positive impact of SEL on classroom environments, benefiting all students rather than only those
with mental health challenges. This study, published in Psychology in the Schools, is authored by
educational psychologists, lending it credibility. It is particularly relevant to practical classroom
applications, as it focuses on SEL’s effects in controlled school environments. A strength of this
study is its direct link between SEL programs and positive behavior, which supports the
argument for mental health resources in schools. The study complements the project’s focus on
reducing bullying, showing how SEL programs foster a supportive school environment. It is
useful for discussing the broader social benefits of mental health programs, particularly in
promoting empathy and reducing peer conflicts.
Stein, Bradley D., et al. “Interventions to Improve Student Mental Health: A Literature Review
to Guide Evaluation of California’s Mental Health Prevention and Early Intervention Initiative.”
RAND Corporation, 2012, www.jstor.org/stable/10.7249/j.ctt5hhtng.2.
The audience includes policy developers, mental health professionals, and educators. This
literature review explores interventions aimed at improving student mental health, with a focus
on early prevention and intervention within the educational system. The study suggests that
mental health initiatives in schools can prevent severe mental health issues from developing later
First Last Name
Professor Name
Class Name
Date Month Year
Annotated Bibliography
Colomeischi, AA, et al. “Impact of a School Mental Health Program on Children’s and
Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties.” Children (Basel), vol. 9, no.
11, 2022, pp. 1661, doi:10.3390/children9111661.
This study targets educators, mental health professionals, and policymakers. The research
investigates the effectiveness of school mental health programs on the socio-emotional and
psychosocial skills of children and adolescents. Colomeischi and colleagues present evidence
that mental health support has a positive impact on students’ emotional and academic
performance, underscoring the value of early mental health intervention for long-term benefits.
The authors are credible researchers in the field of educational psychology, and the study’s
publication in a peer-reviewed journal ensures its reliability. A primary strength of this source is
its observed approach, offering clear statistical data to support its findings. This study supports
the argument that mental health resources improve academic performance and well-being,
aligning directly with the paper’s thesis. The quantitative data adds credibility, allowing for
evidence-based claims about the benefits of mental health programs in schools.
, Last Name 2
Green, AL, et al. “Social and Emotional Learning during Early Adolescence: Effectiveness of a
Classroom-Based SEL Program for Middle School Students.” Psychology in the Schools, vol.
58, 2021, pp. 1056-1069, doi:10.1002/pits.22487.
The study is intended for school administrators, educators, and researchers. It examines the
impact of social-emotional learning programs on student behavior, including reduced bullying
and improved empathy. Green et al. advocate for SEL programs in middle schools, noting the
positive impact of SEL on classroom environments, benefiting all students rather than only those
with mental health challenges. This study, published in Psychology in the Schools, is authored by
educational psychologists, lending it credibility. It is particularly relevant to practical classroom
applications, as it focuses on SEL’s effects in controlled school environments. A strength of this
study is its direct link between SEL programs and positive behavior, which supports the
argument for mental health resources in schools. The study complements the project’s focus on
reducing bullying, showing how SEL programs foster a supportive school environment. It is
useful for discussing the broader social benefits of mental health programs, particularly in
promoting empathy and reducing peer conflicts.
Stein, Bradley D., et al. “Interventions to Improve Student Mental Health: A Literature Review
to Guide Evaluation of California’s Mental Health Prevention and Early Intervention Initiative.”
RAND Corporation, 2012, www.jstor.org/stable/10.7249/j.ctt5hhtng.2.
The audience includes policy developers, mental health professionals, and educators. This
literature review explores interventions aimed at improving student mental health, with a focus
on early prevention and intervention within the educational system. The study suggests that
mental health initiatives in schools can prevent severe mental health issues from developing later
