الفهرس 
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Abstract
Background: Adolescence is a turbulent time charged with conflict and mood swings which is considered to be the peak age of developing psychological problems that affect adolescents’ life quality. Adolescents’ mental health and wellbeing have recently received public health attention.
Aim of study: To determine prevalence, pattern and associated risk factors of emotional and behavioral problems among school adolescents with assessing impact of life skills education sessions on mental health outcome improvement.
Methodology: Across- sectional study with intervention was conducted among 940 school adolescents aged (12-17) years from six preparatory and secondary schools (four urban and two rural) in Minia district. They were recruited by stratified random sample. The Tool composed of Sociodemographic questionnaire, Strength and difficulty questionnaire(SDQ), Rosenberg self-esteem and self-efficacy scales.
Results: Out of total 940, (23.6%) of adolescents had abnormal total SDQ score. Emotional problems were the most prevalent (26.4%) followed by conduct problems (17.3%), then hyperactivity disorders (16.4%), lastly peer relations (12.6%) and prosocial score (4. 7%). Low self-esteem was reported among (22.2%)of students. Being a female senior student, arising within an unstable family being a widow or divorced parent were significant predictors for total difficulty score (P˂0.05). More internet using hours, lack of physical activity or recreation time, having health or academic stressors were also associated with adverse mental outcome. Low Self-esteem and self-efficacy associated with inadequate mental health. After life skills education, there was improvement in emotional, total difficulty and self-esteem scores, percentage of change was higher among females.
Conclusion and recommendations: Nearly a quarter of the study adolescent were categorized as abnormal in the total difficulty score with a leading emotional problems which is more linked to financial hardships, single parent families, heath or academic stressors, physical inactivity, low self-esteem and self-efficacy. Further epidemiological studies are needed to detect the population at need for prevention and treatment. School intervention programs for promoting mental health are also essential.