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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...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2022
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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. |
format | Online Article Text |
id | pubmed-9438393 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
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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