A social gradient in the effects of the skills for life program on self-efficacy and mental wellbeing of adolescent students

Fieke D. Pannebakker*, Lenneke van Genugten, René F.W. Diekstra, Carolien Gravesteijn, Minne Fekkes, Rebecca Kuiper, Paul L. Kocken

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

18 Citations (Scopus)

Abstract

BACKGROUND: The goal of the current study was to evaluate the effects of the Social Emotional Learning program Skills 4 Life on mental health and its risk factors self-esteem, self-efficacy, and social interaction skills in students of secondary schools. METHODS: A cluster randomized controlled study was conducted, including 38 schools (66 classes; grades 7 to 9) for secondary education, with a 1 year and 20 months follow-up (teachers and students reports). RESULTS: The intervention was effective in improving self-efficacy, depressive symptoms, and teacher-reported psychological problem behavior, all after 20 months. Stratified analyses showed effects in mainly lower educational level students. CONCLUSION: The Skills 4 Life curriculum is effective in improving the mental health and self-efficacy among adolescents, especially for adolescents from lower educational level, a group that is most prone to ill mental health.

Original languageEnglish
Pages (from-to)587-595
Number of pages9
JournalJournal of School Health
Volume89
Issue number7
DOIs
Publication statusPublished - Jul 2019

Bibliographical note

Funding Information:
This study was funded by ZonMw, grant no. 62300045.

Publisher Copyright:
© 2019, American School Health Association

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