School-based hybrid tools can improve youth well-being, but research gaps persist

by Emina Gamulin, York University

edited by Gaby Clark, reviewed by Robert Egan

Gaby Clark

Scientific Editor

Meet our editorial team
Behind our editorial process

Robert Egan

Senior Editor

Meet our editorial team
Behind our editorial process Editors' notes

This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility:

fact-checked

peer-reviewed publication

trusted source

proofread

The GIST Add as preferred source

Children and youth face rising mental health challenges in an increasingly digital world, especially those from marginalized populations. A new systematic review and meta-analysis of universal digital mental health interventions, led by York University researchers, finds that digital tools can positively affect young people's emotional, behavioral, social and cognitive well-being.

The study, currently available online, examined 57 peer-reviewed research articles and included data from more than 40,000 participants worldwide. It found that hybrid models combining digital delivery with some in-person engagement emerged as the most consistently effective approach, with moderate-certainty evidence supporting sustained benefits across multiple psychological domains at follow-up. The study is published in the journal npj Digital Medicine.

The research was led by York University Faculty of Health professor Rebecca Pillai Riddell, a nationally recognized expert in clinical psychology, and York postdoctoral fellow Kaitlin Di Pierdomenico.

Hybrid models showed staying power

"This study is the first of its kind to synthesize universal digital and hybrid interventions for child and youth mental health," said Pillai Riddell. "It's clear that digital tools must be embraced, but only if we implement them thoughtfully, equitably and with real-world contexts in mind. We need to invest in research that includes the children most often left behind."

The analysis revealed significant improvements across emotional, behavioral, social and cognitive psychological domains, with effects most consistent and sustainable when digital tools were embedded in supportive, structured settings like schools. Critically, the study highlights a striking underrepresentation of research on marginalized populations and younger children (ages 0–4), raising concerns about equity and inclusion in the current evidence base.

"This work looked at whether digital mental health tools help, under what conditions and whose data we actually have," said Di Pierdomenico. "Hybrid approaches, pairing digital tools with in-person structure, held up better over time than fully virtual ones. We also found real gaps, including underreporting of participant demographics and limited inclusion of younger children and marginalized populations, which matter if universal tools are to reach all children and youth."

Sector guidance beyond the findings

The York researchers worked with Strong Minds Strong Kids, Psychology Canada (SMSKPC) for the study, a national charity that promotes children's mental well-being through psychological science.

"Our history has always been about promoting mental health. This research reinforces the urgency to get promotion right—and get it to the children who need it most," said Anne Lovegrove, president and executive director of SMSKPC and a co-author on the study. "We undertook this study not only to inform our own work but to guide the entire sector toward what actually works in a rapidly changing digital landscape."

Publication details

Kaitlin Di Pierdomenico et al, Universal digital mental health interventions for children and youth a systematic review and meta-analysis, npj Digital Medicine (2026). DOI: 10.1038/s41746-026-03044-z

Journal information: npj Digital Medicine

Clinical categories

Children's healthPsychology & Mental healthPsychiatryPediatrics Provided by York University Who's behind this story?

Gaby Clark

MA in English, copy editor since 2021 with experience in higher education and health content. Dedicated to trustworthy science news. Full profile →

Robert Egan

Bachelor's in mathematical biology, Master's in creative writing. Well-traveled with unique perspectives on science and language. Full profile →

Citation: School-based hybrid tools can improve youth well-being, but research gaps persist (2026, August 13) retrieved 14 August 2026 from https://medicalxpress.com/news/2026-08-school-based-hybrid-tools-youth.html This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.