School-Based Participatory Arts for Psychosocial Adjustment and Well-Being in Health Emergencies: An Embedded...

Area of Science:

• Psychology
• Education
• Arts-based interventions

Background:

• COVID-19 pandemic negatively impacted student psychosocial well-being and mental health.
• Need for sustainable support strategies in schools during crises.
• Drama-based interventions offer flexible, participatory approaches to enhance resilience and emotional expression.

Purpose of the Study:

• Evaluate a large-scale, short-term, remote drama intervention's impact on primary students' psychosocial adjustment during the pandemic.
• Assess effects on social, school, and emotional competence, and behavioral difficulties.

Main Methods:

• Embedded mixed methods design with pre-post measurement.
• Involved 239 teachers and 719 students (aged 9-13) in Greece.
• Used standardized instruments for psychosocial functioning and analyzed quantitative/qualitative data.

Main Results:

• Quantitative data showed improvements in psychosocial adaptation and well-being.
• Reliable Change Index indicated significant individual-level improvements.
• Qualitative data revealed enhanced peer collaboration, emotional expression, and classroom cohesion.

Conclusions:

• Arts-based interventions like drama can effectively promote well-being in school communities during public health emergencies.
• The intervention proved adaptable and scalable under restrictive conditions.
• Findings support the use of applied psychology for effective school health interventions in crises.