Promoting children's well-being through a resilience-basedintervention program at the school context

Today, children face numerous risk factors that can impact their well-being. To address these challenges, it is essential to support the development of resilience skills in children that will enable them to cope with difficult situations. School-based intervention programs play a crucial role in fostering these skills among children. This study aims to evaluate the effectiveness of an 11-session resilience-based program, "I Can Do It If I Know" for children aged 7 to 11. Third, fourth, and fifth-grade classes from three schools were randomly assigned to the intervention group (107 children) or the control group (89 children). Pre-test and post-test assessments were conducted to measure the children's levels of resilience and social-emotional skills using standardized tests. Additionally, parents and class teachers completed the Strengths and Difficulties Questionnaire to assess children's prosocial and difficult behaviors. In addition to quantitative data, parents shared their observations about the changes they noticed in their children after the program. Results showed a significant difference in post-test social-emotional resilience scores between the intervention and control groups, as reported by the children. Especially, third graders showed the most improvement in their scores. Parents reported significant improvements in their children's skills, including emotional regulation, self-awareness, self-confidence, problem-solving, responsibility, and social relationships. Furthermore, teacher evaluations demonstrated a notable decrease in difficult behaviors over time among children in the intervention group compared to those the control group.