Well-being, confidence and social competences

The fourth study concerns the effects of the programmes on the well-being, confidence and social competences of the participating pupils. Various longitudinal studies emphasise the important contribution that social-emotional skills and positive well-being at school make to school success, even at a young age.  

We will ask pedagogical staff from the two early childhood education institutions that took part in study 3 to describe in a semi-structured interview whether they observed changes in the well-being and social-emotional development of the participating children, and whether they believe that these changes are due to the programme (or elements of it). Where possible, we will ask the institution to provide data to support this, using observations conducted prior to and during the programme, which in most cases is normal practice in early childhood education institutions. As the programmes in the early childhood education institutions probably started before this project, a pre-intervention and post-intervention evaluation is not expected to be possible.