Implementing a Universal Stress Management Program for Young School Children: Are there Classroom Climate or Academic Effects?

Abstract

The purpose of this study was to investigate the possible academic and classroom climate effects of the universal school program Zippy's Friends, the primary objective of which is to strengthen children's ability to cope with stress. The sample consisted of 1483 children (aged 7–8 years) from 91 second-grade classes in 35 schools. The schools were matched and randomly assigned to intervention and control conditions. Classroom social climate and academic skills were assessed by the teachers and the children using an adapted version of the German scale SIKS (Social Integration, Classroom Climate and Self-concept of School Readiness). Using a multilevel approach, regression analysis of teacher reports indicated that the program had a positive effect on the social climate in the classroom, reduced bullying and improved academic skills. Analysis of children's reports found no significant overall effects. The results were not influenced by students' sex or socioeconomic status.

Keywords:

• elementary school
• universal intervention
• classroom climate
• academic achievement

Notes

Additional information

Notes on contributors

Solveig Holen

Solveig Holen, Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Trine Waaktaar, Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway; Arne Lervâg, Department of Educational Research, University of Oslo; Mette Ystgaard, Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway.