Big Talks for Little People: A Journal Article & Video to Watch

Big Talks for Little People: A Pilot Study of a Classroom Based Mental Health Program Phillip Slee | Shane Pill | Deborah Agnew Flinders University, Adelaide, Australia

Health Promotion Journal of Australia <https://doi.org/10.1002/hpja.>

Correspondence: Phillip Slee (phillip.slee@flinders.edu.au)

 This project was funded by the Breakthrough Mental Health Research Foundation and Little Heroes Foundation.

Keywords: anxiety | bullying | emotional expression | mental health | social emotional learning

ABSTRACT

 Background: Schools are important settings for the promotion, implementation and education of mental health and well- being. The present study piloted and evaluated a classroom based mental health and well- being programme for use in primary schools. Methods: A mixed- method quasi- hybrid design methodology was utilised. An online survey was completed by students from five schools pretest (n = 173) and three schools matched post- test (n = 68) with semi- structured interviews with teachers (n = 4) and a focus group of students (n = 18) conducted at the completion of the programme. Student questionnaire data was gathered including the use of three standardised and internationally used measures of well- being.

Results: Students at post- test self- reported significant improvements in positive emotional state (p < 0.05, moderate effect size), recognising (p < 0.001, large effect size) and expressing emotions (p < 0.001, moderate effect size) and reductions in anxiety (p < 0.001, moderate effect size).

Conclusions: The findings suggest the programme was effective in relation to promoting aspects of student well- being, emotional development and in reducing elements of anxiety. Shortcomings in the design including a lack of a control group must lead to caution in interpreting the outcomes.

So What: Further research with a larger student population which addresses the identified shortcomings of the present pilot study appears warranted