Pediatrics · Medical Literature
What works in educational interventions for teams caring for children and young people admitted to general acute paediatric wards for mental health? A systematic review.
Abstract
To systematically review educational interventions for staff working on acute paediatric wards aimed at improving the care of children and young people (CYP) admitted for mental health support. We conducted a systematic search of PubMed, The Education Resources Information Centre, PsychInfo and Web of Science from 2000 to March 2026 using terms related to healthcare professionals, training/education, mental health and children/young people. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed. Interventions were classified using the Kirkpatrick model and the Behavioural Change Technique Taxonomy (BCT V.1) to identify mechanisms underpinning effective change. We found nine studies meeting inclusion criteria, across a range of teaching methodologies and settings. Most interventions were designed and applied for nurses. Overall quality of evidence was poor. Although no single intervention could be recommended, analysis identified potentially useful components tailored to different learner needs, mapped through the Kirkpatrick and BCT frameworks. A notable gap was a lack of codesign with CYP and carers with lived experience and the absence of strategies to engage ambivalent or reluctant learners who might not attend educational interventions voluntarily. Existing educational interventions contain elements that may support behavioural and practice change among staff caring for CYP with mental health needs. However, future research should prioritise high-quality, framework-based evaluations developed through codesign with CYP and carers. Interventions should also address how to engage learners who may be reluctant to participate in training for this area of clinical practice.
Clinical relevance
Children and young people (CYP) with mental health needs are increasingly admitted to general acute paediatric wards, yet the staff caring for them are predominantly trained in physical rather than mental health care. This systematic review addresses a critical evidence gap by evaluating what educational interventions exist and which components may be effective in upskilling multidisciplinary ward teams. Given the rising burden of pediatric mental health presentations in acute settings, optimizing staff training is an urgent priority for patient safety and quality of care.
Key findings
1. Only nine studies met inclusion criteria across a broad search of PubMed, ERIC, PsychInfo, and Web of Science from 2000 to March 2026, indicating a markedly sparse evidence base for this clinically significant area. 2. Overall quality of evidence across included studies was rated as poor, precluding a meta-analysis or recommendation of any single intervention as best practice. 3. The majority of interventions were designed and delivered specifically for nurses, representing a significant gap in multidisciplinary team-wide educational approaches. 4. Using the Kirkpatrick model and Behavioural Change Technique Taxonomy (BCT V.1) as analytical frameworks, the review identified potentially useful intervention components tailored to different learner needs, though no specific BCT or Kirkpatrick level dominated effective outcomes. 5. A notable and consistent gap across all studies was the absence of codesign with CYP and carers with lived experience, limiting the patient-centeredness and ecological validity of interventions. 6. No included study addressed strategies to engage ambivalent or reluctant learners — a critical implementation barrier, as staff who most need training may be least likely to attend voluntarily.
Practice implications
Clinical educators and ward leaders should not adopt any single existing educational program as a gold standard; instead, they should draw on the BCT- and Kirkpatrick-mapped components identified in this review to design locally tailored, framework-evaluated interventions for the full multidisciplinary team, not nurses alone. Future program development must prioritize codesign with CYP and carers with lived experience to ensure interventions are relevant and trauma-informed, while also incorporating explicit strategies — such as mandatory participation structures or motivational engagement techniques — to reach reluctant or ambivalent staff. Institutions should invest in high-quality prospective evaluations using validated outcome frameworks to build an evidence base that can ultimately support formal guideline development in this area.