IntroductionUniversal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes... Show moreIntroductionUniversal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated 1) the relationship among the social-emotional skills, 2) the association between the skills and psychosocial health variables, and 3) the mediating effect of the skills on psychosocial variables.MethodsUsing self-report questionnaires (N = 796) completed by adolescent students (aged 14-18) in preparatory vocational tracks in Dutch secondary education, associations were identified between five SEL skills and two psychosocial health variables, emotional-behavioral difficulties, and prosocial behavior.ResultsThere was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.DiscussionSelf-management and social awareness seem to be the central skills to promote the psychosocial health outcomes of students in preparatory vocational secondary education tracks. These two skills mediate the relationship between other social-emotional skills, emotional-behavioral difficulties, and prosocial behavior. Show less
Sande, M.C.E. van de; Fekkes, M.; Diekstra, R.F.W.; Gravesteijn, C.; Kocken, P.L.; Reis, R. 2023
Social and Emotional Learning programs, designed to enhance adolescents' social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students... Show moreSocial and Emotional Learning programs, designed to enhance adolescents' social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students' needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevoca-tional education.We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts. Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents' social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students' perspectives and to use this insight to implement SEL programs tailored to their needs. Show less
Sande, M.C. van de; Fekkes, M.; Diekstra, R.F.; Gravesteijn, C.; Reis, R.; Kocken, P.L. 2022
Adolescents’ social-emotional skills are associated with positive outcomes in psychosocialhealth and success in education and work. In this study, we examined the effectiveness ofSkills4Life, a... Show moreAdolescents’ social-emotional skills are associated with positive outcomes in psychosocialhealth and success in education and work. In this study, we examined the effectiveness ofSkills4Life, a Social Emotional Learning program for preparatory vocational secondaryeducation aimed at enhancing self-awareness, social awareness, self-management,relationship skills, and responsible decision making. Low-achieving students withadditional educational needs participated in a quasi-experimental study, with anintervention (N 465) and a control group (N 274). We assessed the outcomes onsocial-emotional skills and psychosocial health using self-report questionnaires at pre-test(T0), after finishing the basic module (T1), and after finishing the internship module (T2).Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2.After completing the entire program at T2, students from non-western backgrounds hadsignificantly unfavorable lower scores on social awareness and relationship skills. Positiveeffects were found on self-management and preparation for internships in students taughtby experienced professional trainers compared to students taught by regular classroomteachers at T2. Alterations in the socio-cultural approach of the Skills4Life program andteacher training are needed to support all students in developing the social-emotional skillsthat they need for success at school and the workplace. Show less
Sande, M.C.E. van de; Fekkes, M.; Kocken, P.L.; Diekstra, R.F.W.; Reis, R.; Gravesteijn, C. 2019
Purpose - The purpose of this paper is to evaluate the effects of the Dutch "Skills for Life" programme on students' health behaviours, bullying behaviour and suicidal ideation.Design/methodology... Show morePurpose - The purpose of this paper is to evaluate the effects of the Dutch "Skills for Life" programme on students' health behaviours, bullying behaviour and suicidal ideation.Design/methodology/approach - The effectiveness of the "Skills for Life" programme on health behaviour outcomes was evaluated at three points in time in using a cluster randomized controlled study design with a follow-up of 20 months. In total, 27 schools and 1,394 students were included.Findings - The programme was judged to be well implemented in just under half of cases. The outcome results for the experimental group (EG) compared with controls present a complex picture at the three different time points used for evaluation. There was a clearly positive effect on levels of alcohol consumption and a clearly negative effect on smoking across time. There was a mixed picture over time for suicide ideation and for bullying including sexual bullying (although the prevalence rates for bullying were low and thus results should be treated with caution). There were generally more positive impacts on students with lower educational levels including less suicidal ideation and less bullying.Research limitations/implications - Limitations were the dropping out of several schools during the study and the low level of fidelity of the curriculum. Social emotional learning (SEL) programs can be part of a health promoting school framework but should be more tailored to disadvantaged school populations.Originality/value - The findings indicate that students with a less optimal starting position, when it comes to health related behaviours, benefit most from a SEL programme. This indicates that schools with disadvantaged school populations could benefit most from a Health Promoting School approach. Show less
Diderich, H.M.; Verkerk, P.H.; Oudesluys-Murphy, A.M.; Dechesne, M.; Buitendijk, S.E.; Fekkes, M. 2015
OBJECTIVE Children with Down syndrome (DS) have delayed psychomotor development. We investigated levels of development, problem behavior, and Health-Related Quality of Life (HRQoL) in a population... Show moreOBJECTIVE Children with Down syndrome (DS) have delayed psychomotor development. We investigated levels of development, problem behavior, and Health-Related Quality of Life (HRQoL) in a population sample of Dutch eight-year-old children with DS. Developmental outcomes were compared with normative data of eight-year-old children from the general population. METHOD Over a three-year-period all parents with an eight-year-old child with DS were approached by the national parent organization. Developmental skills were assessed by means of the McCarthy Scales of Children's Ability. To measure emotional and behavioral problems we used the Child Behavior Checklist. HRQoL was assessed with the TNO-AZL Children's Quality of Life questionnaire. Analyses of variance were applied to compare groups. RESULTS A total of 337 children participated. Mean developmental age was substantially lower than mean calendar age (3.9 years, SD 0.87 and 8.1 years, SD 0.15 respectively). Mean developmental age was significantly lower among boys than girls (3.6 (SD 0.85) and 4.2 years (SD 0.82) respectively; p<0.001). Compared with the general population, children with DS had more emotional and behavioral problems (p<0.001). However on the anxious/depressed scale, they scored significantly more favorably (p<0.001). Significantly lower HRQoL scores for the scales gross motor skills, autonomy, social functioning and cognitive functioning were found (p-values<0.001). Hardly any differences were observed for the scales physical complaints, positive and negative emotions. CONCLUSION Eight-year-old children with DS have an average developmental delay of four years, more often have emotional and behavioral problems, and have a less favorable HRQoL compared with children from the general population. Show less
