Medicine for the soul: What are the emotional and psychological benefits of whole class bibliotherapy for primary aged children?
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| Title: | Medicine for the soul: What are the emotional and psychological benefits of whole class bibliotherapy for primary aged children? |
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| Authors: | Straker, Mike (AUTHOR), Morgan, Gavin (AUTHOR) |
| Source: | Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p126-138. 13p. |
| Subjects: | Bibliotherapy, Well-being, Primary education, Psychotherapy, Peer acceptance, Teacher-student relationships, Mental health, Stress management |
| Geographic Terms: | United Kingdom |
| Abstract: | Aim: Historically, medicine has 'owned' bibliotherapy and this research aims to be a catalyst to engage the UK education system in the approach. The current study explored the emotional benefits of a cognitive-behavioural approach (CBA) based bibliotherapy intervention by gathering the views of pupils and staff who partook in the intervention. Rationale: There is a challenging landscape regarding wellbeing for staff and children in schools at the current time, alongside increasing financial challenges towards offering effective, timely support. Developing a greater sense of belonging for both staff and children is vital in supporting mental wellbeing in our schools. Method: Six primary aged-pupils and two class teachers engaged in separate focus groups exploring the emotional benefits of a whole class, six-week bibliotherapy intervention in which teaching staff were the interventionists. Qualitative data was analysed using Reflexive Thematic Analysis and Content Analysis. Findings: Both children and staff enjoyed the intervention and found that it supported their understanding of themselves and others. The coping strategies taught were considered useful and applicable to a variety of situations. The time allowed for the intervention supported staff to feel relaxed and develop positive teacher-pupil relationships. Limitations: Methodological limitations regarding the sample size, interventionists and fidelity of implementation are discussed. Conclusion: This study found whole-class bibliotherapy improved individuals understanding and coping around emotional wellbeing, fostering school belonging through structured, teacher-led exploration of emotions, coping strategies and shared understanding. This study has implications for practitioners when considering beneficial, cost-effective universal interventions in a school setting. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim: Historically, medicine has 'owned' bibliotherapy and this research aims to be a catalyst to engage the UK education system in the approach. The current study explored the emotional benefits of a cognitive-behavioural approach (CBA) based bibliotherapy intervention by gathering the views of pupils and staff who partook in the intervention. Rationale: There is a challenging landscape regarding wellbeing for staff and children in schools at the current time, alongside increasing financial challenges towards offering effective, timely support. Developing a greater sense of belonging for both staff and children is vital in supporting mental wellbeing in our schools. Method: Six primary aged-pupils and two class teachers engaged in separate focus groups exploring the emotional benefits of a whole class, six-week bibliotherapy intervention in which teaching staff were the interventionists. Qualitative data was analysed using Reflexive Thematic Analysis and Content Analysis. Findings: Both children and staff enjoyed the intervention and found that it supported their understanding of themselves and others. The coping strategies taught were considered useful and applicable to a variety of situations. The time allowed for the intervention supported staff to feel relaxed and develop positive teacher-pupil relationships. Limitations: Methodological limitations regarding the sample size, interventionists and fidelity of implementation are discussed. Conclusion: This study found whole-class bibliotherapy improved individuals understanding and coping around emotional wellbeing, fostering school belonging through structured, teacher-led exploration of emotions, coping strategies and shared understanding. This study has implications for practitioners when considering beneficial, cost-effective universal interventions in a school setting. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.4.126 |
