Practitioner points

Participants in two problem‐solving intervention formats (bibliotherapy and counsellor‐led problem solving) reported an array of symptomatic and functional improvements, which in many cases were sustained over the 12‐month follow‐up period.Symptomatic and functional improvements appeared to be driven by changes in participants' problem orientation (i.e. developing a more positive mindset about addressing problems) and problem‐solving style (i.e. developing knowledge and skills that result in more effective “solutions” to problems).Changes in problem‐solving processes were facilitated by supportive interactions and directive guidance from lay counsellors; even brief interactions with researchers were experienced positively by participants in the self‐directed bibliotherapy condition.“Ultra‐brief” human support could be a viable and credible option for improving outcomes of self‐directed psychosocial interventions, especially in low‐resource school settings where suitably trained providers – including those from non‐specialist backgrounds – may be in very short supply.The study also highlighted implementation supports (e.g. ways to ensure privacy, methods to schedule sessions and reminders, and storage logistics for student‐facing materials) that require attention within school environments.