The DOI matches its Crossref record; 38 of the 40 references it cites were found in a registry or an index.
Promoting social and emotional well-being in schools
Open accessAbstract
Purpose The purpose of this paper is to provide a critical perspective on the international evidence on promoting young people’s social and emotional well-being in schools. The challenges of integrating evidence-based interventions within schools are discussed and the need for innovative approaches to research and practice are considered in order to support more sustainable approaches that can be embedded into the everyday practice of school systems. Design/methodology/approach A common elements approach to intervention development and implementation is explored. A case study is presented on piloting this approach with post-primary students, based on consultations with students and teachers concerning their needs in supporting youth social and emotional well-being. Findings The integration and sustainability of evidence-based social and emotional skills programmes within the context of whole school systems is far from clearly established. Research on the use of a common elements approach to evidence-based treatment and youth prevention programmes is presented and the application of this method to the development and implementation of social and emotional learning interventions is considered. Preliminary case study findings are presented exploring this approach in school-based intervention development for post-primary school students. Research limitations/implications The potential of adopting a common elements approach is considered; however, more rigorous research is needed to identify the most potent strategies for social and emotional skills development. Originality/value Identifying a common set of evidence-based strategies for enhancing adolescents’ social and emotional skills could lead to innovative approaches to intervention delivery that would extend the impact and reach of evidence-based practice across diverse educational systems and school settings.
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“There is a widespread public and political belief that educational settings are a logical and appropriate place in which to provide prevention and treatment, and a growing expectation that well-being support will be provided within educational settings (Barry 2017; Denny 2018; Ministry of Education 2017).”
From Prevention of self-harm and suicide in young people up to the age of 25 in education settings (2024) · cites this paper as Barry 2017
Citations
Cites
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Diffusion of Innovations in Service Organizations: Systematic Review and Recommendations
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Skill formation and the economics of investing in disadvantaged children
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Adolescence and the social determinants of health
Viner, R. M., Ozer, E. M., Denny, S., Marmot, M., Resnick, M., Fatusi, A., & Currie, C. (2012) · The Lancet · doi:10.1016/s0140-6736(12)60149-4 · Cited by 2,199
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Research works printed but not linked: 9
- 2000, FRIENDS Program for Children: Participants’ Workbook
- Byrne, M., Barry, M.M., Nic Gabhainn, S. and Newell, J. (2005), “The development and evaluation of a mental health promotion programme for post-primary schools in Ireland”, in Jensen, B.B. and Clift, S. (Eds), The Health Promoting School: International Advances in Theory, Evaluation and Practice, Danish University of Education Press, Copenhagen, pp. 383-408.
- Collaborative for Academic, Social and Emotional Learning (CASEL), 2003, Safe and Sound: An Educational Leader’s Guide to Evidence-based Social and Emotional Learning Programs
- 2015, Handbook of Social and Emotional Learning: Research and Practice
- 1997, Promoting Social and Emotional Learning: Guidelines for Educators
- 2005, Implementation Research: A Synthesis of the Literature
- 2012, Social and emotional learning in schools: from programs to strategies: social policy report, Society for Research in Child Development, 26, 3
- 2011, Mental Health Promotion and Prevention: The Economic Case
- Zins, J.E., Weissberg, R.P., Wang, M.C. and Walberg, H.J. (Eds) (2004), Building Academic Success Through Social and Emotional Learning: What Does the Research Say?, Teachers College Press, New York, NY.
Cited by
Sorted by citations
Goldberg, J. M., Sklad, M. J., Elfrink, T. R., Schreurs, K. M. G., Bohlmeijer, E. T., & Clarke, A. M. (2018) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0406-9 · Cited by 397
Supporting every school to become a foundation for healthy lives
Jourdan, D., Gray, N. J., Barry, M. M., Caffe, S., Cornu, C., Diagne, F., Hage, F. E., Farmer, M. Y., Slade, S., Marmot, M. G., et al. (2021) · The Lancet Child & Adolescent Health · doi:10.1016/s2352-4642(20)30316-3 · Cited by 137
Development of Subjective Well-Being in Adolescence
Steinmayr, R., Wirthwein, L., Modler, L., & Barry, M. M. (2019) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph16193690 · Cited by 118
Sánchez-Fernández, M., & Mas, M. D. L. M. B. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11437-2 · Cited by 131
Dowling, K., Simpkin, A. J., & Barry, M. M. (2019) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-00987-3 · Cited by 99
Metadata
- Authors
- Barry, M. M., Clarke, A. M., & Dowling, K.
- Affiliations
- Ollscoil na Gaillimhe – University of Galway (IE)
- University of Twente (NL)
- Venue
- Health Education
- Publisher
- Emerald
- Published
- 2017-08-07
- Volume
- 117
- Issue
- 5
- Pages
- 434-451
- ISSN
- 0965-4283 (ISSN-L)
- OpenAlex
- W2704532419
- Cited by
- 165
- References
- 40
- Citations by year
- 2026: 16 · 2025: 18 · 2024: 24 · 2023: 26 · 2022: 26 · 2021: 22 · 2020: 12 · 2019: 13 · 2018: 8
- FWCI
- 31.96
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- cc-by-nc-nd
- www.emerald.com/insight/site-policies (tdm)
- Locations
- Health Education (publishedVersion)
- Arrow@dit (Dublin Institute of Technology) (acceptedVersion)
- ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway) (acceptedVersion, cc-by-nc-nd)
- ARAN (University of Galway Research Repository) (Ollscoil na Gaillimhe – University of Galway) (submittedVersion, cc-by-nc-nd)
- University of Galway Research Repository (submittedVersion, cc-by)
- University of Twente Research Information (submittedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
- Social Sciences › Education › Social Skills and Education
- Keywords
- social and emotional wellbeing, social-emotional learning, evidence-based interventions, intervention development, intervention implementation, school-based prevention, adolescents, socioemotional skills
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