Outcomes of a universal social and emotional learning (SEL) group for facilitating first-grade students’ school adjustment

ABSTRACT

This study investigated the effectiveness of a social and emotional learning (SEL) group to enhance first-grade students’ school adjustment. A seven-session intervention program was conducted by two group leaders and included training in social and emotional skills. Pre- and post- and follow-up assessment data were collected from a total of 114 first-grade Greek students and their teachers. Children attending the intervention group (n = 56) were found to exhibit better social skills and prosocial behavior, as well as less aggressive and disruptive behavior, according to teacher reports, than children in the (non-intervention) control group (n = 58). However, no group differences on children’s self-reported school liking and avoidance, as well as on feelings of loneliness and social dissatisfaction, were found. Theoretical and practical implications of the finding are briefly discussed.

KEYWORDS:

• elementary school
• first-grade students
• psychoeducational groups
• school adjustment
• social and emotional learning

Additional information

Notes on contributors

Stephanos P. Vassilopoulos

Stephanos P. Vassilopoulos, PhD, is an associate professor in the Department of Primary Education at the University of Patras.

Andreas Brouzos

Andreas Brouzos, PhD, is a professor in the Department of Primary Education at the University of Ioannina.

Athina Koutsianou

Athina Koutsianou, MSc, is a PhD Candidate in the Department of Primary Education at the University of Ioannina.