ABSTRACT Digital interventions implemented in schools to help youth manage stress and regulate emotions have rapidly increased with the advancement of digital technology. However, the evidence synthesis for digital interventions implemented in school settings to improve emotion regulation is not yet available. This systematic review aimed to synthesize the effects of existing school‐based digital interventions designed to improve youth emotion regulation. Adhering to the Systematic Review and Meta‐Analysis (PRISMA) guideline, Cochrane Library, EMBASE, PsychINFO, PubMed, and Web of Science were searched for articles. Of the total 196 abstracts screened, 27 articles that met the inclusion and exclusion criteria were selected for the full review. This paper reports the systematic review of school‐based digital interventions organized by delivery method (mobile app, tablet app, hybrid, and internet‐based), outcome measures used, effects on youth emotion regulation and other emotional and mental health outcomes, and implementation outcomes. Implications based on the systematic review are addressed.
Kang‐Yi et al. (Tue,) studied this question.