Developing Resilience in Young Schoolchildren During the Transition Stage: The Effectiveness of a Structured Educational Program
DOI:
https://doi.org/10.18662/rrem/17.3/1040Keywords:
school resilience, educational intervention, primary education, socio-emotional development, prevention programAbstract
In the context of the early transition to formal schooling, the development of resilience skills becomes essential for students' emotional and cognitive adaptation. This study investigates the effectiveness of the educational program "I Can Become Strong!" in enhancing school resilience, analysing its impact on three variables: personal resilience, relational resilience, and total resilience score. The study was conducted using a quasi-experimental design, incorporating assessments both before and after the intervention, applied to a sample of 42 primary school students, using the CYRM-R questionnaire to assess resilience. The results of the statistical analyses revealed significant progress across the three measured variables: personal resilience, relational resilience, and total resilience score, with effect sizes ranging from moderate (d ≈ 0.65) to large (d ≈ 1.76). The data highlight the relevance of educational interventions focused on developing children's adaptive skills, which in turn facilitate a smoother transition process throughout different stages of schooling. When interpreted in relation to current theoretical models of resilience, these findings support the importance of an integrated approach to socio-emotional education from a very early age.
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