An evaluation of Zippy\u27s Friends, an emotional wellbeing programme for children in primary schools

This study reports on the evaluation of Zippy\u27s Friends, an international emotional wellbeing programme for children in primary school. The purpose of this study was to (i) assess the immediate and long term impact of the programme on the pupils\u27 emotional and behavioural wellbeing and coping skills and (ii) examine the process of implementation and the relationship between this process and the programme\u27s outcomes. The study employed a cluster randomised controlled design with data collected from pupils and teachers before, during and after the implementation of the programme. A total of 766 pupils and 52 teachers from 44 disadvantaged schools were randomly assigned to intervention and control groups. The evaluation was comprised of a range of structured questionnaires and qualitative methods. The results from this study indicate that the programme was successfully implemented in disadvantaged primary schools in Ireland and that it had a significant positive impact on the children\u27s emotional literacy, hyperactivity and coping skills. The improvements in the intervention group\u27s emotional literacy scores were maintained at 12 months follow-up. The programme did not have an impact on children\u27s conduct problems and prosocial behaviour. Children in the control group, however, evidenced a reduction in their conduct problems between pre- and post-intervention. Results from the process evaluation indicate that the programme was well received by both teachers and children. Findings from the teachers\u27 weekly questionnaires and structured observations confirm that the intervention was implemented with high fidelity and that the quality of programme delivery was also high. Analysis of programme fidelity further revealed that the intervention had a greater impact when implemented with high fidelity. The structured nature of the programme, the suitability of the content for the children, the engaging activities and the teacher training were cited as factors that facilitated programme implementation. Key recommendations regarding the role out and sustainability of Zippy\u27s Friends in Ireland include the need for a whole school approach and as part of this, the need for active parental involvement with the programme. Overall, the findings from this study are in keeping with a broader base of international evidence on the benefits of emotional wellbeing programmes for children\u27s social and emotional functioning. Furthermore, the results from the process of implementation assist in helping to understand how an evidence-based programme is implemented in the Irish setting and the factors that affect quality of implementation

What makes teachers tick? Sustaining events in new teachers lives.

To investigate what keeps teachers motivated on a day¿to¿day basis, we traced the importance of routinely encountered affective episodes. Significant research on emotions already highlights the relative importance of positive versus negative episodes, the importance of perceived origins of events and the need to differentiate between the frequency and affective intensity of episodes. Survey reports from 749 recently qualified primary teachers in Ireland strongly suggest the absence of positive experiences undermines commitment and efficacy rather than the occurrence of negative events. Furthermore, while remote structural factors may heavily influence teaching, it is the perception of events at micro¿level that impinge most strongly on motivation. Finally, the importance of particular experiences was, crucially, more related to their frequency than intensity. A major implication for teachers¿ job satisfaction is the suggestion that while adverse episodes may be inevitably experienced, positive events (that occur independently of negative ones) fortify motivation and resilience

Promoting social and emotional wellbeing in schools

Purpose This paper provides a critical perspective on the international evidence on promoting young people s social and emotional wellbeing in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional wellbeing. Findings The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications The potential of adopting a common elements approach is considered, however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value Identifying a common set of evidence-based strategies for enhancing adolescents social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings. peer-reviewe