Promoting the Social and Emotional Health of Primary School-Aged Children: Reviewing the Evidence Base for School - Based Interventions

Green, Julie; Howes, Faline; Waters, Elizabeth; Davis, Elise; Oberklaid, Frank

doi:10.1080/14623730.2005.9721872

Cited by 48 publications

(40 citation statements)

References 16 publications

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“…These findings are consistent with the substantive evidence from multiple reviews of school-based interventions in HICs which report the greater effectiveness of multi-component interventions (i.e. interventions that adopt a social competence approach and develop supportive environments), when compared with interventions that focus on specific problem behaviours [8,28,[77][78][79]. The integration of multicomponent programmes within a whole school approach [13] based on generic social and emotional skills training addressing comon risk and protective factors, delivered within a supportive school environment in partnership with parents and the local community, has the potential to reach larger population groups with fewer resources.…”

Section: Discussionsupporting

confidence: 76%

- Cyber and Traditional Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in Adolescents

2015

Adolescent Mental Health

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Background: This systematic review provides a narrative synthesis of the evidence on the effectiveness of mental health promotion interventions for young people in low and middle-income countries (LMICs). Commissioned by the WHO, a review of the evidence for mental health promotion interventions across the lifespan from early years to adulthood was conducted. This paper reports on the findings for interventions promoting the positive mental health of young people (aged 6-18 years) in school and community-based settings. Methods: Searching a range of electronic databases, 22 studies employing RCTs (N = 11) and quasi-experimental designs conducted in LMICs since 2000 were identified. Fourteen studies of school-based interventions implemented in eight LMICs were reviewed; seven of which included interventions for children living in areas of armed conflict and six interventions of multicomponent lifeskills and resilience training. Eight studies evaluating out-of-school community interventions for adolescents were identified in five countries. Using the Effective Public Health Practice Project (EPHPP) criteria, two reviewers independently assessed the quality of the evidence. Results: The findings from the majority of the school-based interventions are strong. Structured universal interventions for children living in conflict areas indicate generally significant positive effects on students' emotional and behavioural wellbeing, including improved self-esteem and coping skills. However, mixed results were also reported, including differential effects for gender and age groups, and two studies reported nonsignficant findings. The majority of the school-based lifeskills and resilience programmes received a moderate quality rating, with findings indicating positive effects on students' self-esteem, motivation and self-efficacy. The quality of evidence from the community-based interventions for adolescents was moderate to strong with promising findings concerning the potential of multicomponent interventions to impact on youth mental health and social wellbeing.

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Section: Discussionsupporting

confidence: 76%

- Cyber and Traditional Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in Adolescents

2015

Adolescent Mental Health

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“…[1][2][3][4][5] The rationale for these interventions lies in the reported association between emotional health and factors related to school life, such as academic success, quality of peer relationships, and school connectedness. 5,6 A closely related issue is the need to measure the effectiveness of are emotionally healthy are equipped for coping with difficult situations, given their ability to handle the demands of school and build positive relationships.…”

mentioning

confidence: 99%

“…S chools often intervene to support emotional health in childhood and early adolescence, and to prevent and mitigate related academic and social problems (eg, academic learning difficulties, substance abuse, bullying, and conduct issues). [1][2][3][4][5] The rationale for these interventions lies in the reported association between emotional health and factors related to school life, such as academic success, quality of peer relationships, and school connectedness. 5 are emotionally healthy are equipped for coping with difficult situations, given their ability to handle the demands of school and build positive relationships.…”

mentioning

confidence: 99%

Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children

Ciucci

Baroncelli

Grazzani

et al. 2016

Journal of School Health

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“…Similarly, Wells et al (2003) reviewed studies evaluating a universal approach to promoting emotional well-being and mental health and found positive evidence for the effectiveness of programmes that adopted a whole-school approach, were implemented continuously for more than a year, were aimed at the promotion of emotional well-being and mental health, and focused on changing the school environment. Green et al (2005) in a review of systematic reviews focusing on the effectiveness of school-based interventions concluded that a promotional rather than preventional approach was more effective, as were initiatives aimed at changing the school environment rather than brief classroom-based individually focused programmes.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Hallam

2009

Oxford Review of Education

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The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the evaluation of the pilot programme included pre-and post-intervention questionnaires for Key Stage (KS)1 and KS2 children in 172 schools, questionnaires for teachers, teaching assistants and head teachers in 29 schools and interviews with school staff and pupils in 13 schools. Of the school staff, 90% agreed that the programme had been at least relatively successful overall. All responding headteachers, 87% of teachers and 96% of non-teaching staff agreed that the programme promoted the emotional wellbeing of children, while 82% of teachers agreed that it increased pupils' ability to control emotions such as anger. Only 48% of teachers agreed that it reduced bullying, although this rose to 74% of non-teaching staff-suggesting that there was a greater impact on playground as opposed to classroom behaviour in this respect. The interview data indicated that the programme had increased staff understanding of the social and emotional aspects of learning and helped them to better understand their pupils, which changed their behaviour, enhanced their confidence in their interactions with pupils, and led them to approach behaviour incidents in a more thoughtful way. Analysis of the responses to the children's questionnaires revealed a range of complex relationships between age, gender, questionnaire responses made prior to the pilot, and school factors which made conclusive interpretation of the data problematic.

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Promoting the Social and Emotional Health of Primary School-Aged Children: Reviewing the Evidence Base for School - Based Interventions

Cited by 48 publications

References 16 publications

- Cyber and Traditional Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in Adolescents

- Cyber and Traditional Bullying Victimization as a Risk Factor for Mental Health Problems and Suicidal Ideation in Adolescents

Emotional Arousal and Regulation: Further Evidence of the Validity of the “How I Feel” Questionnaire for Use With School‐Age Children

An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

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