Social and Emotional Learning, School Climate, and School Safety: A Randomized Controlled Trial Evaluation of Tools for Life® in Elementary and Middle Schools

2020 ◽  
Author(s):  
Gabriella Gonzalez ◽  
Jennifer Cerully ◽  
Elaine Wang ◽  
Jonathan Schweig ◽  
Ivy Todd ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
School Climate ◽  
Middle Schools ◽  
School Safety ◽  
Controlled Trial ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Randomized Controlled ◽  
Learning School

Social and emotional competence as key element to improve healthy lifestyles in children: A randomized controlled trial

2019 ◽  
Author(s):  
Elena Bermejo‐Martins ◽  
Agurtzane Mujika ◽  
Andrea Iriarte ◽  
Maria Jesus Pumar-Méndez ◽  
Maider Belintxon ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Emotional Competence ◽  
Controlled Trial ◽  
Healthy Lifestyles ◽  
Social And Emotional ◽  
Randomized Controlled

scholarly journals The Impact of Promoting Alternative Thinking Strategies (PATHS) on Loneliness in Primary School Children: Results From a Randomized Controlled Trial in England

2021 ◽  
Vol 6 ◽  
Author(s):  
Alexandra Hennessey ◽  
Pamela Qualter ◽  
Neil Humphrey
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Emotional Learning ◽  
School Intervention ◽  
Social Emotional ◽  
Randomized Controlled ◽  
School Based ◽  
Thinking Strategies ◽  
The Impact ◽  
Positive Effect

Research suggests that loneliness during childhood is associated with poor well-being and mental ill-health. There is a growing social and educational imperative to explore how school-based interventions can support young children’s social development. The Promoting Alternative Thinking Strategies (PATHS) curriculum is a universal school intervention focused on social and emotional learning, and it has a significant evidence based supporting its positive impact on children’s social-emotional and mental health outcomes. Yet the impact on children’s reported loneliness has not been explored. This paper presents the first large scale analyses of the impact of PATHS on reducing children’s loneliness in England. A cluster randomized controlled trial (RCT) with two arms: intervention (PATHS—23 schools) and control (usual practice—22 schools) assessed the impact of PATHS on children’s loneliness from baseline to 2-year follow-up. Two-level (school, child) multi-nomial regression models were used to assess “intention-to-treat” effects, controlling for important demographic co-variates such as gender, age, free school meal eligibility, ethnicity, and special educational needs. These analyses revealed a significant positive effect of PATHS on children’s loneliness. Furthermore, sensitivity analyses, treating loneliness as a dichotomous variable and using different cut-offs for loneliness, revealed the positive effect of PATHS was maintained and, thus, robust. This is the first RCT to demonstrate that a school-based universal social-emotional learning intervention such as PATHS can reduce loneliness in children.

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