Teachers and children's loneliness: A review of the literature and educational implications

The present study is a critical review of the research literature concerning the links between the teacher and children's loneliness. More specifically, the issue of children's loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children's development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children's loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher's attitude toward children's loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher's ability to identify lonely children; and (IV) the children's perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed. © 2007 I.S.P.A

Coping with loneliness in childhood

The aim of this study was to examine coping with loneliness during early, middle, and late childhood, which is a highly neglected research issue. Children's perceptions of coping with loneliness and coping with real loneliness experiences in the past were investigated. Interviews were conducted with 180 second, fourth, and sixth graders from Athens, Greece. Qualitative analyses of children's responses were done on the basis of a recent conceptualization of coping with stress in childhood and adolescence (Skinner & Zimmer-Gembeck, 2007), which was supported by the data. Statistically significant age and gender differences were found. Results are discussed from the viewpoint of the two literatures-coping and loneliness-that this study attempted to bring together, and suggestions for future research are made. © 2010 Psychology Press

Loneliness and social dissatisfaction among behaviourally at-risk children

The aim of this study was to examine the associations between loneliness/social dissatisfaction and teacher-identified behavioural risk during late childhood. A broad range of behaviour problems, as well as academic adjustment, are assessed, in order to specify in which types of behaviour and academic problems loneliness/social dissatisfaction is most likely to occur. Forty-six fifth and sixth graders who were in the borderline or clinical spectrum on the basis of their total Teacher's Report Form score completed the Children's Loneliness and Social Dissatisfaction Scale, and were compared with 50 students who did not have behaviour problems. Overall, the behaviourally at-risk group experienced more loneliness/social dissatisfaction than the comparison group. Loneliness was a more strong correlate of the variables studied than social dissatisfaction. For the behaviourally at-risk students, the strongest positive associations were found between loneliness and social problems, withdrawn/depressed behaviour and inattention; a trend for a negative association between loneliness and hyperactivity/impulsivity, as well as rule-breaking behaviour was also found. Children having both internalizing and externalizing problems experienced more loneliness than children with either internalizing or externalizing problems. Academic adjustment (i.e. academic performance, how much a student is learning and how happy he/she is) had negative links with loneliness. Several hypothetical explanations are offered and suggestions for research and action are made. Copyright © 2008 SAGE Publications

Evaluating voluntary aloneness in childhood: Initial validation of the Children’s Solitude Scale

This work intends to psychometrically evaluate the newly developed Children’s Solitude Scale (CSS), a measure of voluntary aloneness in childhood. The scale assesses individual differences on what children prefer to do when they want to be alone, a rather neglected, although important developmental issue. Participants were 833 fourth and sixth graders from Athens, Greece. Confirmatory factor analysis indicated four factors, although with a less-than-optimal fit: Self-Reflection, Autonomy/Privacy, Activities and Concentration. The scale showed adequate internal consistency and test-retest reliability as well as convergent and divergent validity (i.e., positive association with positive attitude towards aloneness and ability to be alone, no association with negative attitude towards aloneness, and low positive correlation with loneliness and social dissatisfaction). The results indicated the suitability of the CSS to assess reasons or motives for solitude during middle and late childhood and the necessity to further examine the structure of this type of solitude experiences in this age period. © 2015 Taylor & Francis

Health education: Effects on classroom climate and physical activity

Objective: The objective of this study was to investigate the relationship between classroom psychological climate and the physical and sedentary behaviour of primary school students after the implementation of an innovative education programme regarding nutrition and physical activity. Design: Randomised controlled trial. Setting: Study participants were 729 students, aged 8-10 years, in the third and fourth grade of 30 public primary schools in the Athens Metropolitan Area. Methods: Students were randomly assigned to three study groups: an Intensive Intervention Group (IIG) that underwent an intensive nutrition and physical activity education programme delivered by specialised personnel and teachers, an Intervention Group (IG) that underwent a less intensive programme delivered by their regular teacher and a Control Group (CG) that received no instruction. Classroom Psychological Climate (CPC) was measured in all groups, and the data regarding physical activity and sedentary lifestyle habits, such as the time spent viewing TV or video games (screen time), were recorded. Results: Friction declined and satisfaction increased significantly after the intervention in the IG compared with the CG. There was no significant difference in physical activity and screen time between the groups. Daily screen time was positively associated with increased friction, which is a measure of conflicts between students in the school environment. Conclusion: A school nutrition and physical activity education programme was shown to decrease friction by decreasing daily screen time and increasing outdoor activities. These findings also suggest that teachers alone may be more effective in delivering optional health education programmes than specialised personnel and instructors. © The Authors 2016