NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Sjö, Nina Madsen; Kiil, Astrid; Jensen, Peter – Infants and Young Children, 2021
This study compares teachers' perspectives on three assessment instruments for socioemotional development in early childhood, which differ in their emphasis on strengths and difficulties in this domain: the Caregiver-Teacher Report Form (C-TRF), the Strengths and Difficulties Questionnaire, Teacher version (SDQ-T), and the Social Emotional…
Descriptors: Teacher Attitudes, Social Development, Emotional Development, Comparative Analysis
Peer reviewed Peer reviewed
Direct linkDirect link
Jayman, Michelle; Ohl, Maddie; Hughes, Bronach; Fox, Pauline – British Journal of Educational Psychology, 2019
Background: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. Aims: This study extends previous Pyramid Club…
Descriptors: Intervention, Emotional Development, Social Development, Mental Health
Peer reviewed Peer reviewed
Direct linkDirect link
Eadie, Patricia; Conway, Laura; Hallenstein, Birgit; Mensah, Fiona; McKean, Cristina; Reilly, Sheena – International Journal of Language & Communication Disorders, 2018
Background: Developmental language disorder (DLD) is common in children, but little is known about its association with quality of life (QoL) in middle childhood. QoL is a complex construct, aligning with an individual's sense of well-being and is related to functional limitations associated with DLD. Biopsychosocial models of disability account…
Descriptors: Foreign Countries, Questionnaires, Child Behavior, Screening Tests
Peer reviewed Peer reviewed
Direct linkDirect link
McNally, Sinéad; Darmody, Merike; Quigley, Jean – Irish Educational Studies, 2019
Socio-emotional development is increasingly recognised as playing a central role in children's academic achievement. However, little is known about the socio-emotional development of language-minority children on entry to school and how these children fare in comparison to their language-majority peers. To address this gap, longitudinal data on…
Descriptors: Social Development, Emotional Development, Academic Achievement, Language Minorities
Peer reviewed Peer reviewed
Direct linkDirect link
Pritchett, Rachel; Nowek, Gail; Neill, Cróna; Minnis, Helen – Educational Psychology in Practice, 2014
Studies examining the well-being of British children find that about 5-10% are at risk of developing problems. This study aimed to examine the emotional and behavioural development of six to eight year olds in an area of socio-economic deprivation in Glasgow (Scotland) and compare this with UK norms. Furthermore, it aimed to look at overlap…
Descriptors: Emotional Development, Social Development, Foreign Countries, Economically Disadvantaged
Cefai, Carmel; Ferrario, Erika; Cavioni, Valeria; Carter, Audrey; Grech, Tracy – Pastoral Care in Education, 2014
This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom…
Descriptors: Elementary School Students, Group Activities, Teaching Methods, Social Development
Peer reviewed Peer reviewed
Direct linkDirect link
Knowler, Claire; Frederickson, Norah – Educational Psychology, 2013
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional…
Descriptors: Program Effectiveness, Intervention, Emotional Response, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn – British Journal of Educational Psychology, 2013
Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools…
Descriptors: Social Development, Emotional Development, Interpersonal Competence, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Käll, Lina Bunketorp; Malmgren, Helge; Olsson, Erik; Lindén, Thomas; Nilsson, Michael – Journal of School Health, 2015
Background: Physical activity and structural differences in the hippocampus have been linked to educational outcome. We investigated whether a curriculum-based physical activity intervention correlates positively with children's academic achievement, psychological well-being, health-related quality of life (HRQoL), fitness, and structural…
Descriptors: Physical Activities, Physical Activity Level, Brain Hemisphere Functions, Child Development
Peer reviewed Peer reviewed
Direct linkDirect link
Anticich, Sarah A. J.; Barrett, Paula M.; Silverman, Wendy; Lacherez, Philippe; Gillies, Robyn – Advances in School Mental Health Promotion, 2013
This study is the first to examine the effectiveness of the "Fun FRIENDS" programme, a school-based, universal preventive intervention for early childhood anxiety and promotion of resilience delivered by classroom teachers. Participants (N = 488) included children aged 4-7 years attending 1 of 14 Catholic Education schools in Brisbane,…
Descriptors: Program Evaluation, Program Effectiveness, Prevention, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Reed, Phil; Osborne, Lisa A.; Waddington, Emma M. – British Educational Research Journal, 2012
The current study examined the impact of school placement in mainstream or special settings on the behavioural functioning of children with Autism Spectrum Disorders (ASD). Children were assessed at the start of the school year and then again at the end of the school year using the Strengths and Difficulties Questionnaire and the Vineland Adaptive…
Descriptors: Program Effectiveness, Adjustment (to Environment), Specialists, Autism