Development and pilot evaluation of a social and emotional learning programme using a multifaceted participatory approach

Abstract

Promoting emotional and social learning in schools is a promising strategy for the universal prevention of mental health issues in children and adolescents. Participatory approaches may enhance the ecological validity and acceptability of such interventions, but evidence on their effectiveness remains limited. This study adopted a participatory action research framework to co-develop a school-based intervention. Using Intervention Mapping, teachers, students, parents/caregivers, and university researchers conceptualized eleven classroom tools targeting emotional and social learning. Emotional competence, social competence, and acceptability were assessed at pre-intervention, post-intervention, and four-week follow-up. Linear mixed-effects models were used to analyze changes over time compared with a control group. A total of 137 students (M = 13.4 years, SD = 2.2) participated. The participatory process was rated positively; however some challenges were reported. An increase of negative beliefs about emotions and decline in social orientation were observed in the intervention group. Acceptability ratings indicated moderate satisfaction. While participatory co-development proved feasible and was valued by stakeholders, the intervention showed no positive effects on student outcomes or any potential unintended side effects. Findings underscore the sensitivity of addressing emotional awareness in schools and the need for stronger student leadership and long-term evaluation in future prevention efforts.