Current levels of knowledge and the impact of psychoeducational interventions on understandings of paediatric OCD among school staff: a systematic narrative review

Obsessive-compulsive disorder (OCD) can be devastating for children, young people and their families. School staff are well-placed to aid early identification, as observed in other mental health conditions. As yet, little is known about their knowledge of OCD or the effectiveness of interventions to support young people with OCD, this systematic narrative review synthesised existing evidence. Six studies published between 1980 and 2023, involving 952 participants, were included and assessed using the National Institutes of Health Study Quality Assessment Tools. Findings indicate limited OCD knowledge among school staff, particularly regarding classroom accommodations and support. While interventions show promise in enhancing knowledge and support for young people with OCD, low methodological quality and limited lived experience involvement raises concerns around intervention effectiveness. Further, the validity of outcome measures used to assess effectiveness is unclear and does not involve families and young people to comment on any benefits resulting from support provision in schools. Future work should adopt participatory approaches to develop and evaluate interventions, including those with lived experience to create relevant and impactful content, ensuring knowledge of school staff and subsequent support is beneficial. This review underscores the need for rigorous, inclusive research to better equip educators to support students with OCD.