Valido Alberto, Robinson Luz E, Woolweaver Ashley B, Drescher Anne, Espelage Dorothy L, Wright Ashlen A, Ishmeal Dezja, Dailey Megan M, Long Anna C J, LoMurray Scott
School of Education, University of North Carolina, Chapel Hill, NC USA.
Department of Psychology, Louisiana State University, Baton Rouge, LA USA.
School Ment Health. 2023 Jan 20:1-12. doi: 10.1007/s12310-023-09567-0.
Schools and students have faced a variety of challenges during the 2020-2021 academic year as the COVID-19 pandemic continues. These issues have drawn attention to the increased need for robust social-emotional learning skills at the elementary level to address the deficits exacerbated by the pandemic. is an evidence-based suicide prevention program for middle and high school students. In 2020, launched an elementary school curriculum focused on promoting protective factors and resilience. Data were collected across 11 elementary schools ( = 1022; 3-5th graders) in the Great Plains region of the USA at two time points during the COVID-19 pandemic (T1: Fall of 2020, T2: Spring of 2021). We examine the effectiveness of the program using a pre- and post-test design measuring various student social-emotional outcomes including positive classroom climate, emotional problems, school belonging, help-seeking attitudes, bullying perpetration, peer victimization, student and teacher intervention, student well-being, and student resilience. The program was evaluated using multilevel regression models to examine the associations between self-reported student program exposure and student outcomes. Although comparisons between T1 and T2 indicated a worsening of several student outcomes, positive associations were found when accounting for the degree of student exposure to the program. Greater student exposure was associated with improved positive classroom climate, school belonging, help-seeking attitudes, student well-being, resiliency, and lower reports of emotional problems. Implications for research and practice are discussed.
The online version contains supplementary material available at 10.1007/s12310-023-09567-0.
随着新冠疫情的持续，学校和学生在2020 - 2021学年面临了各种各样的挑战。这些问题使人们更加关注小学阶段对强大的社会情感学习技能的需求，以解决疫情加剧的缺陷。[具体项目名称]是一项针对初中和高中学生的循证自杀预防项目。2020年，[具体项目名称]推出了一项专注于促进保护因素和恢复力的小学课程。在新冠疫情期间的两个时间点（T1：2020年秋季，T2：2021年春季），在美国大平原地区的11所小学（n = 1022；三至五年级学生）收集了数据。我们使用前后测设计来检验该项目的有效性，测量各种学生社会情感结果，包括积极的课堂氛围、情绪问题、学校归属感、求助态度、欺凌行为、同伴受害情况、学生和教师干预、学生幸福感以及学生恢复力。该项目使用多层次回归模型进行评估，以检验自我报告的学生项目参与度与学生结果之间的关联。尽管T1和T2之间的比较表明几个学生结果有所恶化，但在考虑学生参与项目的程度时发现了积极的关联。学生参与度越高，与改善积极的课堂氛围、学校归属感、求助态度、学生幸福感、恢复力以及更低的情绪问题报告相关。讨论了对研究和实践的启示。
在线版本包含可在10.1007/s12310 - 023 - 09567 - 0获取的补充材料。
