There is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post-intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed.
Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.
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