| dc.description.abstract | Background: In 2012, 1 in 3 Irish young people were found to experience mental ill-health (Dooley & Fitzgerald, 2012). In light of such data, the Department of Education (DES) has recommended use of universal evidence based social-emotional learning (SEL) programmes to improve child mental wellbeing (DES, 2018a). WW is a SEL programme for children aged 8-12 and is underpinned by Seligman’s PERMA model of wellbeing (Forman & Rock, 2016; Seligman, 2011). The existing evidence base for WW is limited and has primarily focused on its impact on student resilience, emotional wellbeing, self-efficacy and emotional regulation.
Aims: Using a mixed-methods approach, this research aims to explore whether WW impacts children’s academic achievement and engagement in classroom life. These are two of the pillars of the PERMA model of wellbeing and are as yet unexplored in relation to WW.
Methods: 86 Fourth Class students participated in this non-randomised, quasi-experimental, mixed-factorial design study. Quantitative data measuring academic performance and student engagement was gathered from intervention group and control group. Intervention group teachers received WW training from the programme author prior to delivery. Semi-structured interviews were conducted with intervention group teachers for insight into their experience of the perceived impact of the programme.
Results: Quantitative data was analysed using SPSS. A statistically significant difference was found between the experimental and control group Spelling change scores, M = 6.04, 95% CI [2.12, 9.95], t(84) = 3.068, p = .003, d = .67. A significant intervention effect for emotional engagement was also indicated, F(1, 84) = 6.32, p = .014, partial η2 = .070. No intervention effects were found for Maths, behavioural engagement or cognitive engagement. Qualitative data from interviews were analysed using Thematic Analysis (Braun & Clarke, 2021). Teachers reported an overall positive impact of the programme and perceived improvement in pupil engagement. Teachers did not conclusively report an impact on academic achievement.
Conclusions: The implications for school practice regarding the efficacy and use of WW regarding student achievement and engagement are discussed. The implications for educational psychologists in the understanding of and recommendations for current SEL programmes going forward are also discussed. Limitations of the study are outlined. | en_US |
