Article of the Month - September: The use of games in the classroom to promote mental health knowledge and healthy attitudes in adolescents
The Research and Communication Committee of the Department of Clinical and Health Psychology has selected "The use of games in the classroom to promote mental health knowledge and healthy attitudes in adolescents: a systematic review” as the article of the month for July.
This study, part of a project funded by the Instituto de Salud Carlos III (ISCIII) and the European Union through the “Next Generation EU/PRTR” initiative, was carried out by a multidisciplinary team of researchers and professors from institutions in Barcelona, Madrid, and Zaragoza. Among them are Professor Adrián Pérez-Aranda and Professor Estíbaliz Royuela-Colomer, both from the Department of Clinical and Health Psychology at the Universitat Autònoma de Barcelona (UAB).
This systematic review, published publicada a Frontiers in Psychiatry analyzed how game-based activities, applied in the classroom, can help improve adolescents’ mental health, a crucial stage full of changes and challenges such as anxiety, depression, and risk behaviors like substance use. Traditional school programs often fail to capture their attention, but games —such as virtual reality, quizzes, or escape rooms— can make learning about mental health more interactive and engaging.
From over 1,000 studies reviewed, 17 were selected for analysis. These studies included adolescents aged 11 to 18 and used playful methods in the classroom to address topics such as alcohol and tobacco use, anxiety, and depression. Some programs lasted only one session, while others spanned several weeks. The results were encouraging: many interventions improved students’ knowledge and attitudes, especially those focused on alcohol and tobacco use. However, changes in behavior and self-efficacy were less consistent, and few studies assessed long-term effects.
Overall, participants enjoyed the activities, showing high levels of satisfaction and engagement. This suggests that game-based methods can be a valuable tool in schools to promote mental health. Future research should focus on adapting these programs to different profiles and contexts and on measuring their long-term impact. Integrating them into the school curriculum and training teachers could enhance their effectiveness and sustainability.