An investigation in to the impact of the weaving well-being tools of resilience programme on primary school children’s self-efficacy and emotion regulation

Title: An investigation in to the impact of the Weaving Well-Being Tools of Resilience programme on primary school children’s emotion-regulation and self-efficacy. Background: With referrals to child and adolescent mental health services in Ireland rising, the Department of Education and Science (DES) stipulated that by 2023, universal, evidence-based programmes should be delivered in all schools to teach core social and emotional competence and coping skills (DES, 2018; HSE, 2014). Resilience refers to a group of protective factors that when developed and applied by a person during difficult experiences or circumstances, can result in positive outcomes such as, the preservation of or return to good mental health (Luthar, Cicchetti, & Becker, 2000). Resilience-based social and emotional learning SEL programmes aim to increase protective factors and nurture the development of coping strategies and adaptive mental health(Fergus&Zimmerman,2005). Aims: Using a mixed methods approach, the aim of this research study is to examine the impact of the universal Weaving Well-Being Tools of Resilience (WWToR; Rock & Foreman, 2016) programme on children’s (aged 9-10 years) self-efficacy and emotion regulation skills. Method: One hundred children in six fourth classes participated in this non-randomised, experimental between subjects designed study. Teachers participated in a twenty hour training programme prior to delivering the programme. Quantitative data including pre and post measures of emotion regulation and self-efficacy were collected from the children. Semi-structured interviews were conducted with a sample of children and teachers in the intervention group to gather qualitative information about their experiences of the programme. Results: Two way repeated measures ANOVA Sindicated that a time by group interaction for mean self-efficacy scores and mean emotion regulation scores were found to be non-significant. Qualitative data indicated that most children that were interviewed were using the WWToR tools with some children reporting the programme had an impact on their emotion regulation. Findings: No intervention effects were found in self-efficacy and emotion regulation. However, the children and teachers in the small quantitative study reported improvements in emotion regulation. Replication of the study with a more robust research design is required that includes random sampling and a follow-up assessment of child outcomes.N