Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education

Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.</p

Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education

Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education. We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.</p

Development, Problem Behavior, and Quality of Life in a Population Based Sample of Eight-Year-Old Children with Down Syndrome

OBJECTIVE: Children with Down syndrome (DS) have delayed psychomotor development. We investigated levels of development, problem behavior, and Health-Related Quality of Life (HRQoL) in a population sample of Dutch eight-year-old children with DS. Developmental outcomes were compared with normative data of eight-year-old children from the general population. METHOD: Over a three-year-period all parents with an eight-year-old child with DS were approached by the national parent organization. Developmental skills were assessed by means of the McCarthy Scales of Children's Ability. To measure emotional and behavioral problems we used the Child Behavior Checklist. HRQoL was assessed with the TNO-AZL Children's Quality of Life questionnaire. Analyses of variance were applied to compare groups. RESULTS: A total of 337 children participated. Mean developmental age was substantially lower than mean calendar age (3.9 years, SD 0.87 and 8.1 years, SD 0.15 respectively). Mean developmental age was significantly lower among boys than girls (3.6 (SD 0.85) and 4.2 years (SD 0.82) respectively; p<0.001). Compared with the general population, children with DS had more emotional and behavioral problems (p<0.001). However on the anxious/depressed scale, they scored significantly more favorably (p<0.001). Significantly lower HRQoL scores for the scales gross motor skills, autonomy, social functioning and cognitive functioning were found (p-values<0.001). Hardly any differences were observed for the scales physical complaints, positive and negative emotions. CONCLUSION: Eight-year-old children with DS have an average developmental delay of four years, more often have emotional and behavioral problems, and have a less favorable HRQoL compared with children from the general population

Effects of a school-wide anti-bullying program: Empower both students and teachers!

Effects of the Prima anti-bullying program on victimization, classroom peer context and defending behavior Marloes van Verseveld, Minne Fekkes, Ruben Fukkink & Ron Oostdam Background and aims Victimization among children is associated with adverse effects on their physical and psychological health and many schools attempt to reduce bullying. The Dutch school-wide anti-bullying program ‘Prima’ was developed based on techniques and scientific insights that are known to be effective. We investigate the effects of the Prima anti-bullying program on students’ victimization, defending behavior, and the classroom peer context in Grades 3-6. Methods The study participants included 4,368 students from 32 primary schools. The schools were randomly assigned to three conditions. Condition A was offered a teacher-training, an online screening tool for bullying behavior, and a set of practice- and evidence-based guidelines to deal with difficult bullying situations. Condition B included all of condition A plus a series of eight student lessons. Condition C was the control group. A questionnaire was filled out by the students before and after the intervention. Program effects were based on self- and peer-reports. Results Prima reduced students’ peer-reported victimization and the level of isolated students in the classroom. Students in the intervention conditions also reported significantly higher levels of self-efficacy to defend victimized students in their classroom compared to students in the control condition. A trend effect of Prima was observed for students who were nominated as defender of victimized students by peers. The intervention condition with student lessons showed larger effects. Conclusions Our results suggest that Prima reduced victimization in intervention schools, especially in intervention schools that provided student lessons about bullying. The positive outcomes support previous findings on the effectiveness of Prima. Furthermore, our study underlines the importance to include student lessons in whole school anti-bullying programs that focus on creating a positive group norm and pro-social and defending behaviors

What are the most essential social-emotional skills?:Relationships between adolescents’ social-emotional skills and psychosocial health variables: an explorative cross-sectional study of a sample of students in preparatory vocational secondary education

Introduction: Universal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables. Methods: Using self-report questionnaires (N = 796) completed by adolescent students (aged 14–18) in preparatory vocational tracks in Dutch secondary education, associations were identified between five SEL skills and two psychosocial health variables, emotional-behavioral difficulties, and prosocial behavior. Results: There was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making. Discussion: Self-management and social awareness seem to be the central skills to promote the psychosocial health outcomes of students in preparatory vocational secondary education tracks. These two skills mediate the relationship between other social-emotional skills, emotional-behavioral difficulties, and prosocial behavior.</p

Teachers' Experiences With Difficult Bullying Situations in the School: An Explorative Study

Although anti-bullying programs often include a component that focuses on strengthening teachers’ abilities in identifying and addressing bullying, it is not clear which bullying situations teachers find difficult to address and what type of support is needed. In the current qualitative study, we investigated what teachers considered difficult bullying situations, how they responded to these situations, and which barriers they encountered. We used data from individual in-depth interviews conducted with 38 Dutch elementary school teachers. Qualitative analysis showed that teachers experienced difficulties in (a) identifying bullying that happens out of sight, (b) estimating the seriousness of a reported incident, (c) addressing persistent aggressive and bullying behavior, and (d) finding solutions with parents to reduce bullying. Teachers used a variety of strategies in their efforts to address these situations. The results give insight into teachers’ needs regarding specific training and support in anti-bullying programs and preservice teacher programs

Effects of Implementing Multiple Components in a School-Wide Antibullying Program: A Randomized Controlled Trial in Elementary Schools

This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; Mage = 10 years). Multilevel regression analyses demonstrated positive effects of the program on peer-reported victimization and reinforcing behavior. Implementing multiple program components was related to stronger program effects. The results provide partial experimental evidence for the beneficial effects of combining student lessons and teacher training in antibullying programs. Future experimental research is needed to investigate other approaches that reduce not only peer-reported victimization, but also self-perceived bullying and victimization

Effects of an SEL program in a diverse population of low achieving secondary education students

Adolescents’ social-emotional skills are associated with positive outcomes in psychosocial health and success in education and work. In this study, we examined the effectiveness of Skills4Life, a Social Emotional Learning program for preparatory vocational secondary education aimed at enhancing self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Low-achieving students with additional educational needs participated in a quasi-experimental study, with an intervention (N = 465) and a control group (N = 274). We assessed the outcomes on social-emotional skills and psychosocial health using self-report questionnaires at pre-test (T0), after finishing the basic module (T1), and after finishing the internship module (T2). Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2. After completing the entire program at T2, students from non-western backgrounds had significantly unfavorable lower scores on social awareness and relationship skills. Positive effects were found on self-management and preparation for internships in students taught by experienced professional trainers compared to students taught by regular classroom teachers at T2. Alterations in the socio-cultural approach of the Skills4Life program and teacher training are needed to support all students in developing the social-emotional skills that they need for success at school and the workplace