Improving emotion regulation and communication for children: A pre-post trial of a school-based approach

Background

Evidence suggesting increased mental health and wellbeing problems with children gives a rationale for developing and delivering proactive interventions. The Decider Skills is a framework that aims to teach children skills to manage their emotions and wellbeing. This study looked at whether students who participate in the programme as a whole-school approach would demonstrate an increased ability to recognise and better manage their emotions as rated by themselves, their parents, and their teachers.

Method

This study involved an uncontrolled pre-post trial. Data was collected from parents, children and teachers using the Social Competence Scale across four school sites, with 532 children participating. Data was gathered before and after the implementation of the Decider Skills intervention.

Results

Analyses examined the difference between Social Competence Scale scores pre-implementation and immediately post-implementation. Scores showed increases across this period for children, parents and teachers, with this difference being significant in the parent and teacher groups. For one school, data was available at follow-up one term after the end of the Decider Skills implementation. Results showed an increase in scores from pre-implementation to post-implementation but no significant change from pre-implementation to follow-up.

Conclusions

The Decider Skills programme can be practically delivered in a whole school setting, with measurable positive changes in children's emotional regulation and communication. The study design limits the ability to attribute causation, and the results highlight the importance of embedding habits and the potential benefit of top-up training or refreshers.