Exploratory Pre-Post Study of School-Based Stress Interventions in Primary School Children

Area of Science:

• Child Psychology
• Educational Interventions
• Mental Health in Schools

Background:

• Primary school children face significant stress.
• Exploring effective, accessible interventions is crucial for student well-being.
• This study evaluates three distinct school-based programs.

Purpose of the Study:

• To compare the effectiveness of Yoga, Social-Emotional Learning (SEL), and Climbing interventions on stress reduction in primary school children.
• To assess the impact of these interventions on emotional subdomains and self-efficacy.
• To provide evidence for flexible, school-based mental health strategies.

Main Methods:

• A quasi-experimental, pre-post design was employed.
• Interventions included a 6-week Yoga program, a 2.5-week SEL module, and a 2-week Climbing pilot.
• Outcomes measured stress, anger, anxiety, sadness, and self-efficacy, with statistical analysis using non-parametric tests.

Main Results:

• Both Yoga and SEL interventions significantly reduced overall stress and emotional distress within groups.
• Yoga and SEL groups showed significant improvements compared to their respective controls.
• The Climbing group demonstrated a significant increase in self-efficacy, though stress outcome data was under-powered.

Conclusions:

• Brief classroom Yoga and SEL modules are effective in reducing primary school students' stress.
• Climbing interventions show potential for enhancing self-efficacy in specific student populations.
• Integrating physical and emotional strategies offers a resilient approach to school-based mental health support.