Adolescence is a critical developmental stage marked by increased vulnerability to mental health challenges, including internalising problems such as anxiety and depression. These issues, which can disrupt identity formation and academic success, have been rising among adolescents in the Netherlands. 

Adolescents in international schools may face heightened vulnerability to mental health issues, including internalising problems. Given the potential of preventative interventions, this study evaluates the outcomes and feasibility of the Early Adolescent Skills for Emotion (EASE) intervention in an international school in the Netherlands. It also explores the mediating roles of emotion regulation and coping strategies in the relationship between the EASE intervention and reductions in internalising problems.

Sixteen adolescents and fourteen caregivers participated in the EASE intervention. This mixed-method quasi-experimental study assessed primary outcomes, including changes in internalising problems, coping strategies, and emotion regulation, through pre- and post-intervention assessments. Feasibility was evaluated in terms of resource capabilities and implementation. Simulated data (n=100) were used to analyse the mediation models.

The results demonstrated no significant decrease in internalising problems. Mediation models showed that coping strategies significantly mediated the relationship between pre- and post-intervention internalising problems, while emotion regulation did not. Qualitative findings revealed feasibility challenges related to time constraints, training adequacy, and engagement, while the intervention materials and content were positively perceived.

This study provides initial evidence of EASE's potential for school-based implementation in a high-resource, multicultural setting. However, the results should be further validated with data from other schools and larger samples to assess EASE’s impact on adolescent mental health.

Keywords: EASE, internalising problems, adolescent mental health, school-based intervention, feasibility, coping strategies, emotion regulation.