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<p>This study investigates the effectiveness of a social-emotional skills training program on emotional dysregulation and psychological distress among students with Specific Learning Disorders (SLD). The quasi-experimental design involved 32 fourth- to sixth-grade students diagnosed with learning disorders, who were individually randomly assigned to an experimental group receiving the intervention or a control group. The training, implemented in a school setting, consisted of 12 sessions focused on enhancing self-awareness, emotional regulation, and social skills. Pre- and post-test assessments measured outcomes using the Depression, Anxiety, and Stress Scale (DASS-21) and an emotional dysregulation questionnaire. Results indicated statistically significant improvements in both psychological distress (<i>p</i> &lt; 0.001, η² = 0.661) and emotional dysregulation (<i>p</i> &lt; 0.001, η² = 0.717) in the experimental group. These findings suggest that social-emotional skills training effectively mitigates the psychological challenges faced by students with SLD, enhancing their emotional and social competencies. The study underscores the necessity of integrating social-emotional learning programs in educational settings to support the well-being and academic success of children with learning disorders.</p>

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Effectiveness of social-emotional learning program on psychological distress and dysregulation in students with specific learning disorders

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月29日

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  • Shahrooz Nemati,
  • Rahim Badri Gargari,
  • Mahsa Rasi,
  • Elaheh Mahmoudi

摘要

This study investigates the effectiveness of a social-emotional skills training program on emotional dysregulation and psychological distress among students with Specific Learning Disorders (SLD). The quasi-experimental design involved 32 fourth- to sixth-grade students diagnosed with learning disorders, who were individually randomly assigned to an experimental group receiving the intervention or a control group. The training, implemented in a school setting, consisted of 12 sessions focused on enhancing self-awareness, emotional regulation, and social skills. Pre- and post-test assessments measured outcomes using the Depression, Anxiety, and Stress Scale (DASS-21) and an emotional dysregulation questionnaire. Results indicated statistically significant improvements in both psychological distress (p < 0.001, η² = 0.661) and emotional dysregulation (p < 0.001, η² = 0.717) in the experimental group. These findings suggest that social-emotional skills training effectively mitigates the psychological challenges faced by students with SLD, enhancing their emotional and social competencies. The study underscores the necessity of integrating social-emotional learning programs in educational settings to support the well-being and academic success of children with learning disorders.