A scoping review of mental health problems and associated psychological factors pertinent to young people in education in low-and middle-income countries.
The objective of this scoping review is to identify how adolescent mental health is assessed and the psychological factors it has been associated with young people in education in Low- and Middle-Income Countries (LMICs).
A review of the published academic literature was conducted to explore the breadth, scope, and nature of research using the eligibility criteria of school/college-attending young people (aged 4-22 years) from LMICs with use of standardized measures. Three databases were searched: Medline, EMBASE, and PsycINFO, covering the period from 1970 to September 30, 2025. A logic grid using relevant population, construct, and context search terms guided the search. The six-stage scoping review methodological framework by Arksey and O'Malley was used.
The search yielded 1,493 records, of which 498 duplicates were removed and 995 were screened. Thirty six studies met the inclusion criteria. Thirty-two of these studies were conducted in middle-income countries. Ten of the articles described intervention studies and most of the studies were cross sectional. Mental health outcomes assessed were depression, anxiety, trauma, suicidality, eating disorder symptoms, psychological distress and general mental health screening. Assessed psychological factors associated with mental health outcomes included self-esteem, self-efficacy, resilience, coping, perceived social support, school connectedness, emotional intelligence and emotional regulation, mastery, and life satisfaction. Findings show that depression was the most commonly assessed mental health outcome and self-esteem was the most frequently researched psychological factor.
The study revealed considerable variability in how mental health was assessed, underscoring the need for greater consistency and contextual sensitivity. These findings highlight the importance of developing interventions tailored to local contexts in LMICs to more effectively support youth mental health. The need for measurement consistency and contextual adaptation of intervention in this literature is indicated.
A review of the published academic literature was conducted to explore the breadth, scope, and nature of research using the eligibility criteria of school/college-attending young people (aged 4-22 years) from LMICs with use of standardized measures. Three databases were searched: Medline, EMBASE, and PsycINFO, covering the period from 1970 to September 30, 2025. A logic grid using relevant population, construct, and context search terms guided the search. The six-stage scoping review methodological framework by Arksey and O'Malley was used.
The search yielded 1,493 records, of which 498 duplicates were removed and 995 were screened. Thirty six studies met the inclusion criteria. Thirty-two of these studies were conducted in middle-income countries. Ten of the articles described intervention studies and most of the studies were cross sectional. Mental health outcomes assessed were depression, anxiety, trauma, suicidality, eating disorder symptoms, psychological distress and general mental health screening. Assessed psychological factors associated with mental health outcomes included self-esteem, self-efficacy, resilience, coping, perceived social support, school connectedness, emotional intelligence and emotional regulation, mastery, and life satisfaction. Findings show that depression was the most commonly assessed mental health outcome and self-esteem was the most frequently researched psychological factor.
The study revealed considerable variability in how mental health was assessed, underscoring the need for greater consistency and contextual sensitivity. These findings highlight the importance of developing interventions tailored to local contexts in LMICs to more effectively support youth mental health. The need for measurement consistency and contextual adaptation of intervention in this literature is indicated.