Interoceptive Awareness in School-Aged Children and Youth: A Systematic Integrative Review and Implications for School Health
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| Title: | Interoceptive Awareness in School-Aged Children and Youth: A Systematic Integrative Review and Implications for School Health |
|---|---|
| Language: | English |
| Authors: | Jamil Suprihatiningrum (ORCID |
| Source: | Journal of School Health. 2026 96(9). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Children, Perception, Human Body, Affective Behavior, Interpersonal Competence, Emotional Intelligence, Executive Function, Play, Eating Habits |
| DOI: | 10.1111/josh.70227 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Interoceptive awareness (IA), the capacity to perceive and interpret internal bodily signals, is increasingly linked to self-regulation, emotional functioning, and well-being. However, its conceptualisation, measurement, and relevance for school-aged children and youth remain fragmented, particularly within school health research. Methods: This study employed a systematic integrative review, with study identification and selection reported in line with PRISMA 2020. Thirteen child- and youth-focused empirical studies were synthesized alongside supporting foundational literature using a narrative integrative approach. Results: IA was identified as a multidimensional and developmentally situated construct. Evidence linked it to emotional regulation, social-emotional competence, executive functioning, sensory processing, playfulness, emotional eating, and school-related functioning. However, its adaptive value appears conditional, depending on how bodily awareness is interpreted and integrated with regulatory capacities. Measurement approaches varied, with most studies relying on self-report tools that primarily capture subjective awareness. Direct evidence from educational settings remains limited. Implications for School Health Policy, Practice, and Equity: IA may be cautiously integrated into existing school health, social-emotional learning, and well-being frameworks rather than treated as a standalone intervention. Conclusion: IA offers a useful but still underdeveloped lens for understanding children's self-regulation and well-being in school health. Further classroom-based, longitudinal, and multimethod research is needed. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1518079 |
| Database: | ERIC |
| Abstract: | Background: Interoceptive awareness (IA), the capacity to perceive and interpret internal bodily signals, is increasingly linked to self-regulation, emotional functioning, and well-being. However, its conceptualisation, measurement, and relevance for school-aged children and youth remain fragmented, particularly within school health research. Methods: This study employed a systematic integrative review, with study identification and selection reported in line with PRISMA 2020. Thirteen child- and youth-focused empirical studies were synthesized alongside supporting foundational literature using a narrative integrative approach. Results: IA was identified as a multidimensional and developmentally situated construct. Evidence linked it to emotional regulation, social-emotional competence, executive functioning, sensory processing, playfulness, emotional eating, and school-related functioning. However, its adaptive value appears conditional, depending on how bodily awareness is interpreted and integrated with regulatory capacities. Measurement approaches varied, with most studies relying on self-report tools that primarily capture subjective awareness. Direct evidence from educational settings remains limited. Implications for School Health Policy, Practice, and Equity: IA may be cautiously integrated into existing school health, social-emotional learning, and well-being frameworks rather than treated as a standalone intervention. Conclusion: IA offers a useful but still underdeveloped lens for understanding children's self-regulation and well-being in school health. Further classroom-based, longitudinal, and multimethod research is needed. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70227 |
