Elementary school students’ social emotional learning, positive peer- and teacher-student interactions and teachers’ pedagogical skills, and reducing/preventing students’ externalizing behavioural problems Not Applicable
Conditions
Interventions
Elementary school teachers in the intervention condition partake in the SCCILLS-intervention, a psychoeducation and video-coaching intervention consisting of three meetings for the whole school team,
the second measurement moment (post-test) will follow in the Spring/Summer (May/June/July) of 2025.
The intervention will take place between week 3 (mid-January 2025) and week 17 (mid/end April 2025
Sponsors
National Initiative for Education Research
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Participants in grade 1, 2, 3 (US grades; age ~5 – 10 years; whole classrooms are included) 2. Students’ teachers 3. Students’ parents (optional) Intervention condition only: 4. School teams
Exclusion criteria
Exclusion criteria: 1. Special education schools 2. Teachers who teach in a participating classroom for less than two days per week
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Externalizing Problems 1.1. Students’ externalizing problems are measured using the Dutch adaptation of the ASEBA Brief Problem Monitor (BMP; teacher-report), subscale “Externalizing” at baseline and post-intervention 1.2. Students’ externalizing problems are measured using peer-nominations (questions: “Who hit other children?”, “Who doesn’t listen to the teacher?”, “Who bully, kick, hit, or threaten other children to get their way or to boss others around?”, “Who find it difficult to stay calm and react angrily, curse, or start fights?”, and “Who often argues with the teacher”) at baseline and post-intervention 1.3. Students’ externalizing problems are measured using the Dutch adaptation of the Child Behaviour Checklist (CBCL; parent-report), subscales “Oppositional Defiant Problems” and “Conduct Problems” at baseline and post-intervention 2. Social and Emotional Learning/Skills 2.1. Students’ social and emotional learning is measured using the Dutch adaptation of the Social Skills Improvement System – Social Emotional Learning (SSIS-SEL; brief version; teacher-report) at baseline and post-intervention 2.2. Students’ emotional competence is measured using the Dutch adaptation of the Head Start Emotional Competence Scale (HSCS; teacher-report) at baseline and post-intervention 2.3. Students’ prosocial behaviour is measured using the Dutch adaptation of the Strengths and Difficulties Questionnaire (SDQ; teacher-report), subscale “Prosocial Behaviour” at baseline and post-intervention 2.4. Students’ prosocial behaviour is measured using peer-nominations (question: “Who are nice to other children?”) at baseline and post-intervention 2.5. Students’ prosocial behaviour is measured using the Dutch adaptation of the Social Experiences Questionnaire (SEQ; parent-report), subscale “Prosocial Behaviour” at baseline and post-intervention 2.6. Students’ sharing behaviour with others (i.e., with an anonymous other, a best friend, a disliked peer, a | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Psychological Distress, Psychological Functioning & Behavioural Attitude 1.1. Students’ internalizing problems are measured using the Dutch adaptation of the ASEBA Brief Problem Monitor (BMP; teacher-report), subscale “Internalizing” at baseline and post-intervention 1.2. Students’ internalizing problems are measured using peer-nominations (questions anxiety: “Who are easily frightened?”, question depression: “Who are easily sad?”) at baseline and post-intervention 1.3. Students’ internalizing problems are measured using the Dutch adaptation of the Child Behaviour Checklist (CBCL; parent-report), subscales “Depressive Problems” and “Anxiety Problems” at baseline and post-intervention 1.4. Students’ perceived stress symptoms are measured using the Dutch adaptation of the Perceived Stress Questionnaire 8-11 (PSQ8-11; student report), subscale “Physiological Stress” at baseline and post-intervention 1.5. Students’ self-esteem is measured using the Dutch Perceived Competence Scale for Children (Competentie Belevingsschaal voor Kinderen; CBSK; student-report), subscale “Self-esteem” at baseline and post-intervention 1.6. Students’ evaluation of their own behaviour is measured using the Dutch Perceived Competence Scale for Children (Competentie Belevingsschaal voor Kinderen; CBSK; student-report), subscale “Behavioural Attitude” at baseline and post-intervention 1.7. Students’ risk-taking behaviour is measured using the Balloon Analogue Risk Task (BART; behavioural task performed by the student) at baseline and post-intervention 1.8. Students’ temperament is measured using the Dutch adaptation of the Child Behaviour Questionnaire (CBQ; parent-report), subscales “Negative Affectivity” and “Effortful Control” at baseline and post-intervention 2. Cognitive Skills/Performance 2.1. Students’ attention problems are measured using the Dutch adaptation of the ASEBA Brief Problem Monitor (BMP; teacher-report), subscale “Attention Problems” at baselin | — |
Countries
Netherlands
Contacts
Public ContactFanny de Swart
Outcome results
None listed