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Background <p>This study analyzes the social and emotional skills of students at the <i>Child Protection and Welfare Bureau</i>,<i> Gujranwala (CP&amp;WB</i>). The CP&amp;WB in Gujranwala, Pakistan, is an important organization that safeguards children’s rights and well-being in precarious circumstances. The development of children’s social and emotional skills in protective institutions such as CP&amp;WB Gujranwala is crucial, as these have a direct impact on their overall growth, well-being, and learning outcomes.</p> Objectives <p>This study aimed to (a) analyze the levels of social and emotional skills among the students enrolled at <i>CP&amp;WB Gujranwala</i>, (b) examine the difference in social and emotional skills levels between students with shorter institutional stay (less than six months) and those with longer institutional stay (six months and more) at <i>CP&amp;WB Gujranwala</i>, and (c) investigate the relationship between institutional stay duration and students’ social and emotional skills at <i>CP&amp;WB Gujranwala.</i></p> Methodology <p>The research adopts a sequential exploratory mixed-method design, combining in-depth interviews with teachers using a semi-structured interview guide and a structured quantitative survey of students with an adapted social-emotional tool. This study encompasses all (7) teachers and (105) students as a universal sample. Validity and reliability were assessed. Thematic analysis for the qualitative part and descriptive (mean, SD, frequency) and inferential statistical (t-test, Pearson correlation) analyses were conducted for the quantitative part of the study.</p> Results <p>Findings indicate that an extended institutional stay is associated with higher levels of students’ social and emotional competencies, with significant correlations linking longer durations to improved self-regulation, empathy, and positive social interactions. Quantitative analysis highlighted notable progress in skills such as sharing, self-expression, and relationship-building, while thematic analysis of teacher interviews revealed variations in students’ adaptation, highlighting personal backgrounds as influencing factors.</p> Conclusion <p>The study’s results underscore the <i>CP&amp;WB</i>’s role in fostering social and emotional growth through structured support. Statistical analyses revealed highly significant associations between longer institutional stay duration and social and emotional skills. This research contributes original insights into the effectiveness of institutional interventions for marginalized youth, suggesting that prolonged, supportive stays enhance students’ social and emotional well-being.</p>

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Social and emotional skills of students at Child Protection and Welfare Bureau Gujranwala, Pakistan

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月17日

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  • Sahrish Nayab,
  • Muhammad Sarwar,
  • Khawaja Hisham-Ul-Hassan,
  • Mehmood-Ul- Hassan,
  • Asma Abdul Aziz

摘要

Background

This study analyzes the social and emotional skills of students at the Child Protection and Welfare Bureau, Gujranwala (CP&WB). The CP&WB in Gujranwala, Pakistan, is an important organization that safeguards children’s rights and well-being in precarious circumstances. The development of children’s social and emotional skills in protective institutions such as CP&WB Gujranwala is crucial, as these have a direct impact on their overall growth, well-being, and learning outcomes.

Objectives

This study aimed to (a) analyze the levels of social and emotional skills among the students enrolled at CP&WB Gujranwala, (b) examine the difference in social and emotional skills levels between students with shorter institutional stay (less than six months) and those with longer institutional stay (six months and more) at CP&WB Gujranwala, and (c) investigate the relationship between institutional stay duration and students’ social and emotional skills at CP&WB Gujranwala.

Methodology

The research adopts a sequential exploratory mixed-method design, combining in-depth interviews with teachers using a semi-structured interview guide and a structured quantitative survey of students with an adapted social-emotional tool. This study encompasses all (7) teachers and (105) students as a universal sample. Validity and reliability were assessed. Thematic analysis for the qualitative part and descriptive (mean, SD, frequency) and inferential statistical (t-test, Pearson correlation) analyses were conducted for the quantitative part of the study.

Results

Findings indicate that an extended institutional stay is associated with higher levels of students’ social and emotional competencies, with significant correlations linking longer durations to improved self-regulation, empathy, and positive social interactions. Quantitative analysis highlighted notable progress in skills such as sharing, self-expression, and relationship-building, while thematic analysis of teacher interviews revealed variations in students’ adaptation, highlighting personal backgrounds as influencing factors.

Conclusion

The study’s results underscore the CP&WB’s role in fostering social and emotional growth through structured support. Statistical analyses revealed highly significant associations between longer institutional stay duration and social and emotional skills. This research contributes original insights into the effectiveness of institutional interventions for marginalized youth, suggesting that prolonged, supportive stays enhance students’ social and emotional well-being.