Psychoeducational interventions for children and adolescents with potentially traumatic experiences: a systematic review.

In 30 seconds

This systematic review examined stand-alone psychoeducational interventions for children and adolescents exposed to potentially traumatic experiences, including interventions delivered directly or through caregivers. Of 9,214 records screened, seven studies met inclusion criteria. Findings were sparse and mixed: two studies reported improved trauma-related knowledge or posttraumatic growth, while one found no effect. Of five studies assessing psychopathological symptoms, two suggested reduced anxiety and one suggested reduced posttraumatic stress symptoms among highly distressed children; other reported symptom findings were not significant. One study indicated improved psychosocial functioning.

Key findings

• Seven studies met inclusion criteria from 9,214 records screened.
• Two studies reported improvements in posttraumatic stress disorder knowledge or posttraumatic growth; one reported no effect.
• Among five studies of psychopathological symptoms, two suggested reduced anxiety and one suggested reduced posttraumatic stress symptoms in highly distressed children.
• One study indicated improved psychosocial functioning; no studies addressed interpersonal or complex trauma.

Why it matters

Psychoeducation is used to support coping after potentially traumatic experiences, but its effects as a stand-alone intervention remain uncertain. The review suggests possible benefits for knowledge, growth, and selected symptoms, while highlighting limited evidence across outcomes and trauma types. This distinction can help clinicians interpret psychoeducation as a potentially accessible approach without assuming consistent symptom improvement.

What to keep in mind

Only seven studies met inclusion criteria, findings were mixed, and no studies addressed interpersonal or complex trauma. Evidence on short- and long-term effects remains limited.