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School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study

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Title: School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study
Language: English
Authors: Beatriz Couto, Regina F. Alves
Source: International Journal of Educational Psychology. 2026 15(1):25-41.
Availability: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Descriptors: Social Emotional Learning, Elementary School Students, Interpersonal Competence, Self Management, Emotional Response, Foreign Countries, Sharing Behavior, Empathy, Grade 2, Grade 3, Skill Development, Program Effectiveness, Student Attitudes
Geographic Terms: Portugal
ISSN: 2014-3591
Abstract: This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year's group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p < 0.001; Year 3: β = 0.821, p = 0.002), social awareness (Year 2: β = 1.124, p < 0.001; Year 3: β = 1.232, p < 0.001) and self-management (Year 2: β = 1.429, p < 0.001; Year 3: β = 0.918, p = 0.002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506244
Database: ERIC
FullText Text:
  Availability: 0
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  Data: School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study
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  Data: Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail: info@hipatiapress.com; Web site: https://hipatiapress.com/hpjournals/index.php/ijep/
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  Data: 2014-3591
– Name: Abstract
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  Data: This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year&#39;s group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p &lt; 0.001; Year 3: β = 0.821, p = 0.002), social awareness (Year 2: β = 1.124, p &lt; 0.001; Year 3: β = 1.232, p &lt; 0.001) and self-management (Year 2: β = 1.429, p &lt; 0.001; Year 3: β = 0.918, p = 0.002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed.
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  Data: 2026
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  Data: EJ1506244
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506244
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 25
    Subjects:
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Sharing Behavior
        Type: general
      – SubjectFull: Empathy
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Portugal
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      – TitleFull: School-Based Social and Emotional Learning Programme in Primary Education: A Quasi-Experimental Study
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