This scoping review focused on characterizing Acceptance and Commitment Therapy (ACT)-based intervention programs to reduce symptoms of depression, anxiety, and/or stress in the educational context with youth and students. Twenty-six studies published between 2014 and 2023 were reviewed, originating mainly from the United States, Australia, Finland, and Canada. The programs implemented varied in format (websites, mobile applications, in-person or virtual sessions) and modality (group or individual). The results highlighted the effectiveness of ACT in improving well-being and facilitating students’ academic completion. The ACT components addressed included acceptance, cognitive defusion, present moment, self as context, values, and committed action, organized into open, focused, and committed content. Additional benefits were identified such as social support in group formats and treatment personalization in individual sessions. However, more research is needed to optimize the implementation and dissemination of ACT in educational settings, ensuring its integration into student well-being programs.
John Alexander Pedraza Palacios (2026) studied this question.