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Updated: Jul 19, 2025

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood
Published on: February 11, 2017
Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents' Social Withdrawal and Social
Vanda Sousa1,2, Patrícia Ribeiro Silva3, Ana Maria Romão4,3
1Centro de Investigação em Psicologia para o Desenvolvimento, Universidade Lusíada Porto, Rua de Moçambique, 21 e 71, 4100-348, Porto, Portugal. vanda.ps.sousa@gmail.com.
Abstract:
There is a lack of studies analyzing if universal school-based Social and Emotional Learning programs can reduce social withdrawal and social anxiety. This study analyzed the effectiveness of one such program on those variables, and the role of individual school climate perceptions. In this nationwide study, 704 seventh to eighth-grade Portuguese students (Mage = 12.96, SD = 1.09, 48% girls), of which 215 (30.6%) in the comparison group, were assessed at pretest, post-test, and follow-up seven months later. Analyses showed positive intervention results in self- and teacher-reported social withdrawal and social anxiety. Regarding school climate, intervention group students with more positive teacher-student relationships benefitted more from program participation in social anxiety. These results support the program's effectiveness for addressing social withdrawal and social anxiety.
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