A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study
Introduction: Many universal school-based social and emotional learning (SEL) programmes in the U.S. and Europe have been found to improve social skills and reduce emotional distress and behaviour problems. The aim of this study is to determine whether an adapted version of the SEL can reduce social...
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MDPI AG
2022-11-01
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| Series: | Healthcare |
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| Online Access: | https://www.mdpi.com/2227-9032/10/11/2332 |
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| author | Jiameng Li Cuiling Ma Qi Lu Therese Hesketh |
| author_facet | Jiameng Li Cuiling Ma Qi Lu Therese Hesketh |
| author_sort | Jiameng Li |
| collection | DOAJ |
| description | Introduction: Many universal school-based social and emotional learning (SEL) programmes in the U.S. and Europe have been found to improve social skills and reduce emotional distress and behaviour problems. The aim of this study is to determine whether an adapted version of the SEL can reduce social, emotional, and behavioural difficulties in children in mainland China, using a pre-post intervention design. Methods: The study was conducted in a primary school in an economically-disadvantaged rural area in Henan province in central China. The intervention consisted of 16 weekly 90-minunte classroom sessions involving all 190 children in the school. Social and emotional problems were assessed pre- and post- intervention using the Chinese version of the Strengths and Difficulties Questionnaire (SDQ). The results suggest that: (1) the programme can reduce children’s peer relationship problems, and that the reduction was sustainable at the two post-intervention assessments; (2) the intervention effects on emotional symptoms or total difficulties in the overall population are very few, but children identified as high risk in the initial assessment benefited from the programme. Conclusions: This is the first published report on the effectiveness of a school-based SEL programme in mainland China. Although the improvement are limited, the programme does benefit some children. |
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| format | Article |
| id | doaj.art-b69b834eebac4a819eef4d4c77f62f51 |
| institution | Directory Open Access Journal |
| issn | 2227-9032 |
| language | English |
| last_indexed | 2024-03-09T18:18:56Z |
| publishDate | 2022-11-01 |
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| spelling | doaj.art-b69b834eebac4a819eef4d4c77f62f512023-11-24T08:28:53ZengMDPI AGHealthcare2227-90322022-11-011011233210.3390/healthcare10112332A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention StudyJiameng Li0Cuiling Ma1Qi Lu2Therese Hesketh3Centre for Global Health, Zhejiang University School of Medicine, 866 Yuhangtang Road, Xihu District, Hangzhou 310058, ChinaCentre for Global Health, Zhejiang University School of Medicine, 866 Yuhangtang Road, Xihu District, Hangzhou 310058, ChinaCentre for Global Health, Zhejiang University School of Medicine, 866 Yuhangtang Road, Xihu District, Hangzhou 310058, ChinaCentre for Global Health, Zhejiang University School of Medicine, 866 Yuhangtang Road, Xihu District, Hangzhou 310058, ChinaIntroduction: Many universal school-based social and emotional learning (SEL) programmes in the U.S. and Europe have been found to improve social skills and reduce emotional distress and behaviour problems. The aim of this study is to determine whether an adapted version of the SEL can reduce social, emotional, and behavioural difficulties in children in mainland China, using a pre-post intervention design. Methods: The study was conducted in a primary school in an economically-disadvantaged rural area in Henan province in central China. The intervention consisted of 16 weekly 90-minunte classroom sessions involving all 190 children in the school. Social and emotional problems were assessed pre- and post- intervention using the Chinese version of the Strengths and Difficulties Questionnaire (SDQ). The results suggest that: (1) the programme can reduce children’s peer relationship problems, and that the reduction was sustainable at the two post-intervention assessments; (2) the intervention effects on emotional symptoms or total difficulties in the overall population are very few, but children identified as high risk in the initial assessment benefited from the programme. Conclusions: This is the first published report on the effectiveness of a school-based SEL programme in mainland China. Although the improvement are limited, the programme does benefit some children.https://www.mdpi.com/2227-9032/10/11/2332social and emotional learning (SEL)pre-post intervention studyschoolchildrenmainland China |
| spellingShingle | Jiameng Li Cuiling Ma Qi Lu Therese Hesketh A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study Healthcare social and emotional learning (SEL) pre-post intervention study school children mainland China |
| title | A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study |
| title_full | A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study |
| title_fullStr | A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study |
| title_full_unstemmed | A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study |
| title_short | A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study |
| title_sort | social emotional learning training programme in a poor rural primary school in central china a pre post intervention study |
| topic | social and emotional learning (SEL) pre-post intervention study school children mainland China |
| url | https://www.mdpi.com/2227-9032/10/11/2332 |
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