Interventions to reduce loneliness in children and adolescents (4-18 years): A systematic review and meta-analysis with narrative synthesis of study-level characteristics

Clinical Snapshot

Key Findings

• P Value: RCTs: p = .07; Multi-cohort: p = .84; Single-cohort: p = .14

• Effect Size: RCTs: Hedges' g = -0.20; Multi-cohort: g = -0.01; Single-cohort: g = -0.55

• Primary Outcome: Loneliness reduction measured by validated scales

• Nnt Or Sensitivity: Social and emotional skills training interventions showed greatest effectiveness among intervention types

• Confidence Interval: RCTs: 95% CI [-0.42, 0.02]; Multi-cohort: [-0.08, 0.07]; Single-cohort: [-1.29, 0.18]

Clinical Application

Moderate feasibility - interventions appear implementable in school settings but require trained personnel Relevant to Australian school-based mental health initiatives and aligns with national youth mental health priorities, though specific PBS or TGA considerations not applicable for psychosocial interventions School-aged children and adolescents (4-18 years) experiencing loneliness in educational settings

Abstract

Loneliness in youth is linked to poor mental and physical health, yet the effectiveness of interventions remains unclear. Given its distinct developmental presentation, this meta-analysis synthesises interventions targeting loneliness in individuals aged 4-18 to inform age-appropriate strategies. It examines the effects of interventions on loneliness and includes a narrative synthesis of intervention and sample characteristics. We conducted a systematic literature review and meta-analysis of quantitative studies up to March 2024, focusing on interventions where loneliness was the primary target in school-aged youth. Nineteen studies were included in the SLR, of which 18 were included in the meta-analysis (6 RCTs, 6 multi-cohort, and 6 single-cohort studies). RCTs showed a small, non-significant reduction in loneliness (Hedges' g = -0.20, 95% CI [-0.42, 0.02], p = .07), with social and emotional skills training interventions being most effective. Multi-cohort studies showed a negligible effect (Hedges' g = -0.01, 95% CI [-0.08, 0.07], p = .84). Single-cohort studies indicated a moderate, non-significant effect (Hedges' g = -0.55, 95% CI [-1.29, 0.18], p = .14). Interventions targeting loneliness show promise in reducing loneliness, particularly when they incorporate social and emotional learning. Future research should integrate qualitative approaches and consider loneliness within broader mental health and well-being frameworks to support the development of more comprehensive, youth-centred interventions.

References

1. 1.Burke, L., Christiansen, J., Lasgaard, M., Demkowicz, O., Verity, L., Lau, J. Y. F., & Qualter, P. (2026). Interventions to reduce loneliness in children and adolescents (4-18 years): A systematic review and meta-analysis with narrative synthesis of study-level characteristics. Journal of Affective Disorders, 121445. https://doi.org/10.1016/j.jad.2026.121445