View in EDS

The 'FRIENDS for Life' Emotional Health Programme: Differential Impact for Those at Risk

Saved in:
Bibliographic Details
Title: The 'FRIENDS for Life' Emotional Health Programme: Differential Impact for Those at Risk
Language: English
Authors: Michael Wigelsworth (ORCID 0000-0003-3361-6293), Margarita Panayiotou (ORCID 0000-0002-6023-7961), Garry Squires (ORCID 0000-0003-2105-3358), Karolina Byc (ORCID 0000-0001-5782-7939)
Source: British Journal of Educational Psychology. 2026 96(1):152-171.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Mental Health, Mental Health Programs, Behavior Modification, Cognitive Restructuring, Anxiety Disorders, Children, At Risk Students, Elementary School Students, Depression (Psychology), Outcomes of Treatment
DOI: 10.1111/bjep.70005
ISSN: 0007-0998
2044-8279
Abstract: Background: Evidence suggests that FRIENDS, a universal cognitive behavioural programme for schools, can improve children's emotional health, yet debate persists regarding its efficacy with respect to prevention versus treatment, particularly for children at risk of anxiety disorders. Aim: To examine the impact of FRIENDS across different risk categories by assessing: (a) changes in risk status resulting from intervention and (b) treatment effects within specific risk groups. Sample and Methods: Secondary analysis of data from a cluster randomized trial (ISRCTN13721202) conducted between 2016 and 2018 involving approximately 3000 pupils (aged 9-10) from 79 schools. Self-reported anxiety, depression and worry measures were collected at pre- and post-test. Risk categories were established using baseline anxiety and depression scores. Results: FRIENDS did not significantly change risk status, neither reducing risk (X[superscript 2] (1) = 1.667; p =0.797) nor preventing progression to higher risk categories (X[superscript 2] (1) = 0.44; p =0.507). Within risk categories, significant effects appeared only in the clinical risk group ([beta] = 1.83 (SE = 0.14), d =0.67), with no significant effects for borderline ([beta] = 1.03 (SE = 0.98), d = 0.18) or normal ([beta] = 0.03 (SE = 0.33), d <0.01) categories. Conclusion: While FRIENDS did not alter risk status, there appears treatment effects specifically for children within the clinical range for anxiety and depression. Findings provide a more nuanced understanding of who benefits from universal school-based interventions. Findings inform health and education professionals in balancing FRIENDS' treatment effects against factors like availability of alternative services, relative costs and sustainability.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496080
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1496080
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The &#39;FRIENDS for Life&#39; Emotional Health Programme: Differential Impact for Those at Risk
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Michael+Wigelsworth%22&quot;&gt;Michael Wigelsworth&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-3361-6293&quot;&gt;0000-0003-3361-6293&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Margarita+Panayiotou%22&quot;&gt;Margarita Panayiotou&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-6023-7961&quot;&gt;0000-0002-6023-7961&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Garry+Squires%22&quot;&gt;Garry Squires&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-2105-3358&quot;&gt;0000-0003-2105-3358&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Karolina+Byc%22&quot;&gt;Karolina Byc&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-5782-7939&quot;&gt;0000-0001-5782-7939&lt;/externalLink&gt;)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22British+Journal+of+Educational+Psychology%22&quot;&gt;&lt;i&gt;British Journal of Educational Psychology&lt;/i&gt;&lt;/searchLink&gt;. 2026 96(1):152-171.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley &amp; Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Elementary+Education%22&quot;&gt;Elementary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mental+Health%22&quot;&gt;Mental Health&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Mental+Health+Programs%22&quot;&gt;Mental Health Programs&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Behavior+Modification%22&quot;&gt;Behavior Modification&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cognitive+Restructuring%22&quot;&gt;Cognitive Restructuring&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Anxiety+Disorders%22&quot;&gt;Anxiety Disorders&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Children%22&quot;&gt;Children&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22At+Risk+Students%22&quot;&gt;At Risk Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Elementary+School+Students%22&quot;&gt;Elementary School Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Depression+%28Psychology%29%22&quot;&gt;Depression (Psychology)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Outcomes+of+Treatment%22&quot;&gt;Outcomes of Treatment&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.70005
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998&lt;br /&gt;2044-8279
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Evidence suggests that FRIENDS, a universal cognitive behavioural programme for schools, can improve children&#39;s emotional health, yet debate persists regarding its efficacy with respect to prevention versus treatment, particularly for children at risk of anxiety disorders. Aim: To examine the impact of FRIENDS across different risk categories by assessing: (a) changes in risk status resulting from intervention and (b) treatment effects within specific risk groups. Sample and Methods: Secondary analysis of data from a cluster randomized trial (ISRCTN13721202) conducted between 2016 and 2018 involving approximately 3000 pupils (aged 9-10) from 79 schools. Self-reported anxiety, depression and worry measures were collected at pre- and post-test. Risk categories were established using baseline anxiety and depression scores. Results: FRIENDS did not significantly change risk status, neither reducing risk (X[superscript 2] (1) = 1.667; p =0.797) nor preventing progression to higher risk categories (X[superscript 2] (1) = 0.44; p =0.507). Within risk categories, significant effects appeared only in the clinical risk group ([beta] = 1.83 (SE = 0.14), d =0.67), with no significant effects for borderline ([beta] = 1.03 (SE = 0.98), d = 0.18) or normal ([beta] = 0.03 (SE = 0.33), d &lt;0.01) categories. Conclusion: While FRIENDS did not alter risk status, there appears treatment effects specifically for children within the clinical range for anxiety and depression. Findings provide a more nuanced understanding of who benefits from universal school-based interventions. Findings inform health and education professionals in balancing FRIENDS&#39; treatment effects against factors like availability of alternative services, relative costs and sustainability.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496080
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1496080
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.70005
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 152
    Subjects:
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Mental Health Programs
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Cognitive Restructuring
        Type: general
      – SubjectFull: Anxiety Disorders
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Depression (Psychology)
        Type: general
      – SubjectFull: Outcomes of Treatment
        Type: general
    Titles:
      – TitleFull: The 'FRIENDS for Life' Emotional Health Programme: Differential Impact for Those at Risk
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Michael Wigelsworth
      – PersonEntity:
          Name:
            NameFull: Margarita Panayiotou
      – PersonEntity:
          Name:
            NameFull: Garry Squires
      – PersonEntity:
          Name:
            NameFull: Karolina Byc
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0007-0998
            – Type: issn-electronic
              Value: 2044-8279
          Numbering:
            – Type: volume
              Value: 96
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1