Dataset Information

Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills.

ABSTRACT: This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well-being change profiles in both samples showing structural similarity: normative (53% sample 1; 69% sample 2), moderate-decreasing (4%; 5%), high-decreasing (17%; 10%), low-increasing (6%;7%) and moderate-increasing (20%; 10%) groups. The groups with increasing study well-being showed simultaneous increase in intrapersonal socio-emotional competencies but showed less changes in interpersonal outcomes.

SUBMITTER: Salmela-Aro K

PROVIDER: S-EPMC8646577 | biostudies-literature | 2021 Sep

REPOSITORIES: biostudies-literature

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Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills.

Salmela-Aro Katariina K Upadyaya Katja K Vinni-Laakso Janica J Hietajärvi Lauri L

Journal of research on adolescence : the official journal of the Society for Research on Adolescence 20210901 3

This longitudinal study examined school engagement and burnout profiles among early and middle adolescents before and during COVID-19, and within-class latent change and stability in students' socio-emotional skills the profiles. The longitudinal data were collected in fall 2019 and 2020 from 1381 5th to 6th, and 1374 7th to 8th grade students. Using repeated measures latent profile analyses based on school engagement and burnout we identified five study well-being change profiles in both sample ...[more]

PMID: 34448301

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Project description:BackgroundThe Magic Bus India Foundation (MBIF) Life Skills program, known as the Childhood to Livelihood (C2L) program, aims to build life skills among adolescents aged 11 to 15 years. This three-year program focuses on education, gender equality, and socio-emotional skills development. The study evaluates both short-term and long-term impacts of the program on school-related outcomes and socio-emotional skills, providing insights into its effectiveness across multiple sites in India.MethodsData were collated from five study sites with a pre-post cohort research design. Baseline data were collected at the start, midline data at 18 months, and endline data at three years. The study used harmonized data across projects, with a sample of 1898 children for short-term analysis and a larger sample of 5582 children for long-term analysis. The empirical strategy involved panel data analysis using multiple linear regression models to evaluate program effects on outcomes such as school attendance, self-efficacy, resilience, and gender attitudes.ResultsThe short-term analysis showed significant improvements in school attendance, aspirations, and socio-emotional skills among participants. On average, the C2L improved egalitarian gender attitudes by 0.6% points and perceived self-efficacy by 4% points in the short-run. Over the long-term, there was an average increase of 2.5 points in perceived self-efficacy, 1.1 points on resilience, and 0.45 points in egalitarian gender attitudes. The odds of regular school attendance increased by 66.5% points.ConclusionsThe C2L program has a positive impact on both educational and socio-emotional outcomes among adolescents. The findings suggest that life skills interventions can effectively enhance school attendance, self-efficacy, resilience, and gender attitudes. These results have important implications for policy, indicating that integrating socio-emotional learning (SEL) programs in school curricula can contribute to better educational and developmental outcomes for adolescents in resource-constrained settings.

Project description:BackgroundTogether at School is a universal intervention program designed to promote socio-emotional skills among primary-school children. It is based on a whole school approach, and implemented in school classes by teachers. The aim of the present study is to examine the short-term effects of the intervention program in improving socio-emotional skills and reducing psychological problems among boys and girls. We also examine whether these effects depend on grade level (Grades 1 to 3) and intervention dosage.MethodsThis cluster randomized controlled trial design included 79 Finnish primary schools (40 intervention and 39 control) with 3 704 children. The outcome measures were the Strengths and Difficulties Questionnaire (SDQ) and the Multisource Assessment of Social Competence Scale (MASCS) with teachers as raters. The intervention dosage was indicated by the frequencies six central tools were used by the teachers. The data was collected at baseline and 6 months later. Intervention effects were analyzed using multilevel modeling.ResultsWhen analyzed across all grades no intervention effect was observed in improving children's socio-emotional skills or in reducing their psychological problems at 6-month follow-up. Among third (compared to first) graders the intervention decreased psychological problems. Stratified analyses by gender showed that this effect was significant only among boys and that among them the intervention also improved third graders' cooperation skills. Among girls the intervention effects were not moderated by grade. Implementing the intervention with intended intensity (i.e. a high enough dosage) had a significant positive effect on cooperation skills. When analyzed separately among genders, this effect was significant only in girls.ConclusionsThese first, short-term results of the Together at School intervention program did not show any main effects on children's socio-emotional skills or psychological problems. This lack of effects may be due to the relatively short follow-up period given the universal, whole school-based approach of the program. The results suggest that the grade level where the intervention is started might be a factor in the program's effectiveness. Moreover, the results also suggest that for this type of intervention program to be effective, it needs to be delivered with a high enough dosage.Trial registrationClinicalTrials.gov identifier: NCT02178332 ; Date of registration: 03-April-2014.

Project description:Schools provide a natural context to promote children's mental health. However, there is a need for more evidence-based, high quality school intervention programs combined with an accurate evaluation of their general effectiveness and effectiveness of specific intervention methods. The aim of this paper is to present a study protocol of a cluster randomized controlled trial evaluating the "Together at School" intervention program. The intervention program is designed to promote social-emotional skills and mental health by utilizing whole-school approach and focuses on classroom curriculum, work environment of school staff, and parent-teacher collaboration methods.The evaluation study examines the effects of the intervention on children's socio-emotional skills and mental health in a cluster randomized controlled trial design with 1) an intervention group and 2) an active control group. Altogether 79 primary school participated at baseline. A multi-informant setting involves the children themselves, their parents, and teachers. The primary outcomes are measured using parent and teacher ratings of children's socio-emotional skills and psychological problems measured by the Strengths and Difficulties Questionnaire and the Multisource Assessment of Social Competence Scale. Secondary outcomes for the children include emotional understanding, altruistic behavior, and executive functions (e.g. working memory, planning, and inhibition). Secondary outcomes for the teachers include ratings of e.g. school environment, teaching style and well-being. Secondary outcomes for both teachers and parents include e.g. emotional self-efficacy, child rearing practices, and teacher-parent collaboration. The data was collected at baseline (autumn 2013), 6 months after baseline, and will be collected also 18 months after baseline from the same participants.This study protocol outlines a trial which aims to add to the current state of intervention programs by presenting and studying a contextually developed and carefully tested intervention program which is tailored to fit a national school system. Identification of effective intervention elements to promote children's mental health in early school years is crucial for optimal later development.ClinicalTrials.gov register: NCT02178332.

Project description:AimsPreventing the occurrence of depression/anxiety and suicide during adolescence can lead to substantive health gains over the course of an individual person's life. This study set out to identify the expected population-level costs and health impacts of implementing universal and indicated school-based socio-emotional learning (SEL) programs in different country contexts.MethodsA Markov model was developed to examine the effectiveness of delivering universal and indicated school-based SEL programs to prevent the onset of depression/anxiety and suicide deaths among adolescents. Intervention health impacts were measured in healthy life years gained (HLYGs) over a 100-year time horizon. Country-specific intervention costs were calculated and denominated in 2017 international dollars (2017 I$) under a health systems perspective. Cost-effectiveness findings were subsequently expressed in terms of I$ per HLYG. Analyses were conducted on a group of 20 countries from different regions and income levels, with final results aggregated and presented by country income group - that is, low and lower middle income countries (LLMICs) and upper middle and high-income countries (UMHICs). Uncertainty and sensitivity analyses were conducted to test model assumptions.ResultsImplementation costs ranged from an annual per capita investment of I$0.10 in LLMICs to I$0.16 in UMHICs for the universal SEL program and I$0.06 in LLMICs to I$0.09 in UMHICs for the indicated SEL program. The universal SEL program generated 100 HLYGs per 1 million population compared to 5 for the indicated SEL program in LLMICs. The cost per HLYG was I$958 in LLMICS and I$2,006 in UMHICs for the universal SEL program and I$11,123 in LLMICs and I$18,473 in UMHICs for the indicated SEL program. Cost-effectiveness findings were highly sensitive to variations around input parameter values involving the intervention effect sizes and the disability weight used to estimate HLYGs.ConclusionsThe results of this analysis suggest that universal and indicated SEL programs require a low level of investment (in the range of I$0.05 to I$0.20 per head of population) but that universal SEL programs produce significantly greater health benefits at a population level and therefore better value for money (e.g., less than I$1,000 per HLYG in LLMICs). Despite producing fewer population-level health benefits, the implementation of indicated SEL programs may be justified as a means of reducing population inequalities that affect high-risk populations who would benefit from a more tailored intervention approach.

Dataset Information

Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills.

Publications

Adolescents' Longitudinal School Engagement and Burnout Before and During COVID-19-The Role of Socio-Emotional Skills.

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