The European Union Dataprev project reviewed mental health interventions in schools, identifying 52 systematic reviews and meta-analyses. These reviews found that interventions had varied effects on children, families, and communities, with generally small to moderate effect sizes but significant real-world impacts. Effective interventions often included teaching skills, focusing on positive mental health, and using a combination of universal and targeted approaches. They required long-term implementation and integration into a whole-school context, including curriculum changes, teacher education, and community involvement. Interventions were most effective when implemented accurately and consistently. The review highlighted the importance of starting early and continuing with older students, with longer and more intense interventions showing greater effectiveness. High-quality implementation, including clear goals, thorough training, and fidelity to the program, was crucial for success. While some interventions showed positive effects on mental health, academic achievement, and social behavior, there were also reports of minor adverse effects, such as increased bullying. The review emphasized the need for a balanced approach, combining targeted and universal strategies, and the importance of involving families and communities. Overall, the findings suggest that school-based mental health interventions can have meaningful impacts, though their effectiveness depends on proper implementation and context.The European Union Dataprev project reviewed mental health interventions in schools, identifying 52 systematic reviews and meta-analyses. These reviews found that interventions had varied effects on children, families, and communities, with generally small to moderate effect sizes but significant real-world impacts. Effective interventions often included teaching skills, focusing on positive mental health, and using a combination of universal and targeted approaches. They required long-term implementation and integration into a whole-school context, including curriculum changes, teacher education, and community involvement. Interventions were most effective when implemented accurately and consistently. The review highlighted the importance of starting early and continuing with older students, with longer and more intense interventions showing greater effectiveness. High-quality implementation, including clear goals, thorough training, and fidelity to the program, was crucial for success. While some interventions showed positive effects on mental health, academic achievement, and social behavior, there were also reports of minor adverse effects, such as increased bullying. The review emphasized the need for a balanced approach, combining targeted and universal strategies, and the importance of involving families and communities. Overall, the findings suggest that school-based mental health interventions can have meaningful impacts, though their effectiveness depends on proper implementation and context.