How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood
The current study examined whether delivering wellbeing interventions in schools impacted anxiety development in middle childhood. Schools have an important role to play in addressing children’s anxiety through daily practice in classrooms and by implementing specialist wellbeing interventions that...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/10/994 |
| _version_ | 1797574045306191872 |
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| author | Tracy O’Halloran Jennifer Symonds Linda L. Bhreathnach Seaneen Sloan Dympna Devine Gabriela Martinez Sainz Aisling Davies |
| author_facet | Tracy O’Halloran Jennifer Symonds Linda L. Bhreathnach Seaneen Sloan Dympna Devine Gabriela Martinez Sainz Aisling Davies |
| author_sort | Tracy O’Halloran |
| collection | DOAJ |
| description | The current study examined whether delivering wellbeing interventions in schools impacted anxiety development in middle childhood. Schools have an important role to play in addressing children’s anxiety through daily practice in classrooms and by implementing specialist wellbeing interventions that support children’s coping. A nationally representative sample of Irish primary school children (<i>N</i> = 2313; 48.9% male) were surveyed when they were in second class (<i>M</i> age 8.09 years, <i>SD</i> = 0.39) and fourth class (<i>M</i> age 9.96 years, <i>SD</i> = 0.40) of primary school. Teachers reported on wellbeing interventions in schools. Key findings from moderation analyses suggest that family affluence and being female predicted a greater increase in anxiety development and that wellbeing interventions interacted with family affluence to reduce anxiety development for more affluent children. These findings can be used to strengthen the design and implementation of wellbeing interventions for a more efficacious approach to minimising children’s anxiety development. |
| first_indexed | 2024-03-10T21:18:41Z |
| format | Article |
| id | doaj.art-811971e91d244a2c9e46594ddc146599 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T21:18:41Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-811971e91d244a2c9e46594ddc1465992023-11-19T16:16:38ZengMDPI AGEducation Sciences2227-71022023-09-01131099410.3390/educsci13100994How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle ChildhoodTracy O’Halloran0Jennifer Symonds1Linda L. Bhreathnach2Seaneen Sloan3Dympna Devine4Gabriela Martinez Sainz5Aisling Davies6School of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandSchool of Education, University College Dublin, D04 C1P1 Dublin, IrelandThe current study examined whether delivering wellbeing interventions in schools impacted anxiety development in middle childhood. Schools have an important role to play in addressing children’s anxiety through daily practice in classrooms and by implementing specialist wellbeing interventions that support children’s coping. A nationally representative sample of Irish primary school children (<i>N</i> = 2313; 48.9% male) were surveyed when they were in second class (<i>M</i> age 8.09 years, <i>SD</i> = 0.39) and fourth class (<i>M</i> age 9.96 years, <i>SD</i> = 0.40) of primary school. Teachers reported on wellbeing interventions in schools. Key findings from moderation analyses suggest that family affluence and being female predicted a greater increase in anxiety development and that wellbeing interventions interacted with family affluence to reduce anxiety development for more affluent children. These findings can be used to strengthen the design and implementation of wellbeing interventions for a more efficacious approach to minimising children’s anxiety development.https://www.mdpi.com/2227-7102/13/10/994anxietylow-income schoolswellbeing interventions |
| spellingShingle | Tracy O’Halloran Jennifer Symonds Linda L. Bhreathnach Seaneen Sloan Dympna Devine Gabriela Martinez Sainz Aisling Davies How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood Education Sciences anxiety low-income schools wellbeing interventions |
| title | How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood |
| title_full | How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood |
| title_fullStr | How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood |
| title_full_unstemmed | How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood |
| title_short | How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood |
| title_sort | how school based wellbeing interventions socioeconomic status and gender impact anxiety development in middle childhood |
| topic | anxiety low-income schools wellbeing interventions |
| url | https://www.mdpi.com/2227-7102/13/10/994 |
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