School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study
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| Title: | School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study |
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| Language: | English |
| Authors: | Beatriz Couto, Regina F. Alves |
| Source: | International Journal of Educational Psychology. 2026 15(1):25-41. |
| Availability: | Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 |
| Descriptors: | Social Emotional Learning, Elementary School Students, Interpersonal Competence, Self Management, Emotional Response, Foreign Countries, Sharing Behavior, Empathy, Grade 2, Grade 3, Skill Development, Program Effectiveness, Student Attitudes |
| Geographic Terms: | Portugal |
| ISSN: | 2014-3591 |
| Abstract: | This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year's group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p < 0.001; Year 3: β = 0.821, p = 0.002), social awareness (Year 2: β = 1.124, p < 0.001; Year 3: β = 1.232, p < 0.001) and self-management (Year 2: β = 1.429, p < 0.001; Year 3: β = 0.918, p = 0.002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506244 |
| Database: | ERIC |
| Abstract: | This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year's group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p < 0.001; Year 3: β = 0.821, p = 0.002), social awareness (Year 2: β = 1.124, p < 0.001; Year 3: β = 1.232, p < 0.001) and self-management (Year 2: β = 1.429, p < 0.001; Year 3: β = 0.918, p = 0.002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed. |
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| ISSN: | 2014-3591 |
