The Effect of a Social-Emotional Learning Program on Stress Coping Skills of Bullied Middle School Students
Keywords:
bullied middle school students, social emotional learning, stress coping skillsAbstract
Promoting social and emotional learning (SEL) is essential for helping bullied middle school students develop appropriate stress coping skills. This quasi-experimental study employed a two-group pretest–posttest design to examine the effects of a social-emotional learning program (SELP) on stress coping skills among bullied middle school students. The sample consisted of 60 middle school students aged 13–15 years who had experienced bullying. Participants were assigned to either an experimental group or a control group, with 30 students in each group. The experimental group participated in the SELP, while the control group received routine care. Data were collected using a stress coping skills scale with a Cronbach’s alpha coefficient of 0.75. Data were analyzed using descriptive statistics, dependent t-tests, and independent t-tests. The results revealed that after participating in the SELP, the mean stress coping skills score of the experimental group was significantly higher than its pre-intervention score and significantly higher than that of the control group. These findings indicate that the social-emotional learning program effectively improved stress coping skills among bullied middle school students. Therefore, healthcare professionals may consider implementing this program to support bullied students in enhancing stress coping skills.
References
Traprasit Y, Panya S, Panurat S. Social bullying among adolescents in the society: nurse’s roles in resilience quotient. Journal of Research for Health Improvement and Quality of Life. 2023;3(2):72-82. (in Thai).
Markkanen I, Välimaa R, Kannas L. Forms of bullying and associations between school perceptions and being bullied among Finnish secondary school students aged 13 and 15. Int Journal of Bullying Prevention. 2021;3:24-33. doi: 10.1007/s42380-019-00058-y.
Laisuwannachart P, Suteeprasert T, Bunsiriluck S. Factors predicting cyberbullying perpetration and victimization among students in central Thailand. Journal of Mental Health of Thailand. 2022;30(2):100-113. (in Thai).
Department of Health Service Support. HSS reveals survey results on bullying behaviors, finding more than 1 in 4 Thai children at risk of self-harm [Internet]. 2025 [cited 2025 Sep 24]. Available from: https://prgroup.hss.moph.go.th/info/news/4488. (in Thai).
Kumar VL, Goldstein MA. Cyberbullying and adolescents. Curr Pediatr Rep. 2020;8(3):86-92. doi: 10.1007/s40124-020-00217-6.
Nuñez-Fadda SM, Castro-Castañeda R, Vargas-Jiménez E, Musitu-Ochoa G, Callejas-Jerónimo JE. Impact of bullying—victimization and gender on psychological distress, suicidal ideation, and family functioning of Mexican adolescents. Children(Basel). 2022;9(5):747. doi: 10.3390/children9050747.
Li T, Chen B, Li Q, Wu X, Li Y, Zhen R. Association between bullying victimization and post-traumatic stress disorders among Chinese adolescents: a multiple mediation model.BMC Psychiatry. 2023;23:758. doi: 10.1186/s12888-023-05212-x.
Soimah, Hamid AYS, Daulima NHC. Family’s support for adolescent victims of bullying. Enferm. Clin. 2019;29(Supplemrent 2) :747-51. doi: 10.1016/j.enfcli.2019.04.113.
Zochowski MC. Resilience and the mental health of bullying victims: the role of peer
relationships on the relation between bullying victimization and social anxiety [internet] [dissertation]. Las Vegas: University of Nevada, Las Vegas; 2020. [cited 2024 Sep 24]. Available from: http://dx.doi.org/10.34917/22110105.
Folkman S. Stress: appraisal and coping. In: Gellman MD, editor. Encyclopedia of behavioral medicine [internet]. 2nd ed. Cham: Springer; 2020 [cited 2024 Sep 24]. Available from: https://doi.org/10.1007/978-3-030-39903-0_215.
Weissberg RP, Durlak JA, Domitrovich CE, Gullotta TP. Social and emotional learning: past, present, and future. In: Durlak JA, Domitrovich CE, Weissberg RP, Gullotta TP, editors. Handbook of social and emotional learning: research and practice [Internet]. New York: Guilford Press; 2015 [cited 2026 Jun 24]. Available from:
https://books.google.co.th/books?id=WcSzCwAAQBAJ&printsec=copyright&redir_esc=y#v=onepage&q&f=false.
Dowling K, Simpkin A, Barry MM. A cluster randomized-controlled trial of the Mind Out social and emotional learning program for disadvantaged post-primary school students. J Youth Adolesc. 2019;48(7):1245–1263. doi: 10.1007/s10964-019-00987-3.
Teerawattanaprasit N. Effects of physical activity program by applying social and emotional learning to promote mental health and social well-being of lower secondary school students [Master thesis]. Bangkok: Chulalongkorn University; 2020. doi:10.58837/CHULA.THE.2020. 1277. (in Thai).
Saykaew T. The development of coping stress management program by experimental learning and enhance life skill for public health students. [dissertation]. Bangkok: Srinakharinwirot University; 2018. (in Thai).
Chaksomsak N. Development of university students’ happiness enhancement program applying social and emotional learning thoery with roy’s adaptation theory [dissertation]. Bangkok: Chulalongkorn University; 2019. doi:10.58837/CHULA.THE.2019.1423. (in Thai).
Jin RJ, Songsiengchai S, Yang F. The impact of social-emotional learning (SEL) on the mental health land well-being of students at Henan University. Int. J. Educ. Lit. Stud. 2025;13(2): 666-74. doi:10.7575/aiac.ijels.v.13n2p.666.
Juliyanti J. Relationship between peer relationships and mental health among high school adolescents. Open Access Health Scientific Journal. 2025;6(1):48–53. doi: 10.55700/oahsj.v6i1.65.
Apichaiwissarutkul S, Skulphan S, Wannachaiyakul S. Effect of the problem-solving skill enhancement program on stress of nursing students. Journal of Nursing and Health Science Research. 2025;17(2):1-23. (in Thai).
Lee J, Yoo JW. The effectiveness of social-emotional learning (SEL) programs on adolescents’ mental well-being: A systematic review. Int. J. Res. Stud. Med. Health Sci. 2025;9(1):1-6. doi:10.62557/2456-6373.090101.
Cipriano C, Ha C, Wood M, Sehgal K, Ahmad E, McCarthy MF. A systematic review and meta-analysis of the effects of universal school-based social and emotional learning (SEL) programs in the United States: Considerations for marginalized students. Soc. Emot. Learn. Res. Pract Policy. 2024;3:100029. doi: 10.1016/j.sel.2024.100029.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความและรายงานวิจัยในวารสารพยาบาลกระทรวงสาธารณสุข เป็นความคิดเห็นของ ผู้เขียน มิใช่ของคณะผู้จัดทำ และมิใช่ความรับผิดชอบของสมาคมศิษย์เก่าพยาบาลกระทรวงสาธารณสุข ซึ่งสามารถนำไปอ้างอิงได้
