Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes

Davis, Susan, Packer, Rhiannon and Pierce, Adam 2024. Evaluating the effectiveness of supporting young quiet, shy and/or anxious primary school children in Wales, using two targeted intervention programmes. Education 3-13 52 (8) , pp. 1033-1049. 10.1080/03004279.2022.2131455

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Abstract

Quiet shy and/or anxious (QSA) children are often viewed negatively in primary school. This study employed two six-week intervention programmes entitled Special Me Time (SMT) for children in the Early Years (ages 3–7) and Quality Me Time (QMT) for children in years 3–4 (ages 7–9). Interventions were designed to support children: in vocalising feelings; accessing classroom opportunities; communication; and in developing friendships. Children were withdrawn from the mainstream classroom and sessions were led by practitioners in small groups. The programmes were delivered in primary schools across Wales. Findings evidenced benefits to children’s personal and social development in improving confidence and self-esteem both within and outside the classroom environment. Our research suggests the value of addressing emerging QSA behaviours in children by providing space and time to develop relationships and self-expression. Research findings suggest a risk to academic and social adjustment if inhibiting QSA behaviours are not addressed.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Additional Information:	License information from Publisher: LICENSE 1: URL: http://creativecommons.org/licenses/by-nc-nd/4.0/, Start Date: 2022-10-12
Publisher:	Taylor and Francis Group
ISSN:	0300-4279
Date of First Compliant Deposit:	31 October 2024
Date of Acceptance:	20 September 2022
Last Modified:	31 Oct 2024 11:15
URI:	https://orca.cardiff.ac.uk/id/eprint/173551

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