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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?
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]
Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Medicine for the soul: What are the emotional and psychological benefits of whole class bibliotherapy for primary aged children?
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Autumn2025, Vol. 49 Issue 2, p126-138. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Bibliotherapy%22">Bibliotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychotherapy%22">Psychotherapy</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+acceptance%22">Peer acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190443751
RecordInfo BibRecord:
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        Value: 10.53841/bpsecp.2025.42.4.126
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        Text: English
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      – SubjectFull: Primary education
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      – SubjectFull: Psychotherapy
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              Text: Autumn2025
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