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Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention

The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a...

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Autores principales: Al-Jbouri, Elizabeth, Andrews, Naomi C. Z., Peddigrew, Emma, Fortier, Alexandra, Weaver, Tracy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9438393/
https://www.ncbi.nlm.nih.gov/pubmed/36068796
http://dx.doi.org/10.1007/s12310-022-09538-x
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author Al-Jbouri, Elizabeth
Andrews, Naomi C. Z.
Peddigrew, Emma
Fortier, Alexandra
Weaver, Tracy
author_facet Al-Jbouri, Elizabeth
Andrews, Naomi C. Z.
Peddigrew, Emma
Fortier, Alexandra
Weaver, Tracy
author_sort Al-Jbouri, Elizabeth
collection PubMed
description The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (N(T1) = 201, N(T2) = 129) and students (N(T1) = 242, N(T2) = 183; ages 4–14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students’ SEL, and students’ school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12310-022-09538-x.
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spelling pubmed-94383932022-09-02 Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention Al-Jbouri, Elizabeth Andrews, Naomi C. Z. Peddigrew, Emma Fortier, Alexandra Weaver, Tracy School Ment Health Original Paper The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (N(T1) = 201, N(T2) = 129) and students (N(T1) = 242, N(T2) = 183; ages 4–14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students’ SEL, and students’ school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12310-022-09538-x. Springer US 2022-09-02 2023 /pmc/articles/PMC9438393/ /pubmed/36068796 http://dx.doi.org/10.1007/s12310-022-09538-x Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022, Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Al-Jbouri, Elizabeth
Andrews, Naomi C. Z.
Peddigrew, Emma
Fortier, Alexandra
Weaver, Tracy
Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title_full Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title_fullStr Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title_full_unstemmed Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title_short Building elementary students’ social and emotional skills: A randomized control trial to evaluate a teacher-led intervention
title_sort building elementary students’ social and emotional skills: a randomized control trial to evaluate a teacher-led intervention
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9438393/
https://www.ncbi.nlm.nih.gov/pubmed/36068796
http://dx.doi.org/10.1007/s12310-022-09538-x
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