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Anxiety in Middle Schoolers Since the Covid 19 Pandemic

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Anxiety in Middle Schoolers Since the Covid 19 Pandemic

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Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School Based Anxiety Prevention Program During the COVID-19 Pandemic

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Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School Based Anxiety Prevention Program During the COVID-19 Pandemic

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The research for this article was conducted in Quebec, Canada in the fall of 2020. The COVID pandemic shutdown had just come to a close and these researchers wanted to determine the effects that the shutdown had on the students in regards to their mental health, specifically anxiety. They had 1,202 secondary students engage in a series of classes as part of the HORS-PISTE program. The program "aims to develop and foster psychosocial skills that are crucial to the health and well-being of adolescents, notably stress management, self-awareness, communication, and empathy (Luis & Lamboy, 2015)." What they found in this program is students made major gains and experienced less anxiety than before the program. They used quantitative data to recognize the gains.

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The Relationship between Students’ Sense of Belonging, Grit and Anxiety during Pandemic Times

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The Relationship between Students’ Sense of Belonging, Grit and Anxiety during Pandemic Times

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The research for this article was conducted in Spring 2021. The COVID pandemic shutdown had ended and many people were trying to return to a life they had known before. The research involved 451 middle school and high school students from North-Central Italy. The students were given a quantitative data questionnaire that included basic information like their demographics and socioeconomic data, but it also included a Likert scale where they rated different information about their feelings, thoughts. Determinations were made about if they had grit or a sense of belonging, which is positive, or a sense of anxiety, which was negative. There was basic research and outlines, but there was no real goal or plan to follow; however students with grit and a sense of belonging faired better than those who did not. The lower their grit and sense of belonging, the higher their levels of anxiety were. An intervention that could occur could be teaching skills that improve grit and giving opportunities to build that sense of belonging. To determine if there is any success with those tactics, a new questionnaire could be given at a later date to see if there have been any changes.

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View of The Relationship between Students’ Sense of Belonging, Grit and Anxiety during Pandemic Times

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Stress, Anxiety, & School Burnout Post Covid

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Stress, Anxiety, & School Burnout Post Covid

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The research for this article was conducted prior to December of 2022. Researchers surveyed 493 French secondary students that were enrolled in a variety of educational institutions. They gathered quantitative data over the demographics of the students. They also gathered data in the form of a Likert scale over topics such as student burnout, stress, anxiety, and school refusal. There was no particular intervention currently being used, but there was recommendations of an implementation of prevention programs and intervention programs based on stress and anxiety management. Researchers could determine if the programs are successful by conducting a future questionnaire.

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Witnessing Cyberbullying and Suicidal Ideation Among Middle School Students

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Witnessing Cyberbullying and Suicidal Ideation Among Middle School Students

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The research for this article was conducted in the Northwestern region of the United States. The demographics of this region includes a slightly diverse population with the majority of the populous being white and slightly under majority being Hispanic. Other races had very little representation. Almost three quarters of the population were financially struggling and were considered low income or poverty level. There were 360 students at the school that were supposed to participate in this study, but only 142 returned permission slips and in the end, only 130 got through the whole program. The students that did participate filled out a questionnaire that asked about things such as demographics, witnessing of cyber and school bullying, suicidal ideation, depression, and anxiety. The researchers used rated Likert scales for some questions along with Dichotomous scales (true or false) for some questions. School anti bullying programs have showed some improvement in the school environment. To recognize the change, different school reports as well as a repeat questionnaire would see if the programs are working.

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Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship

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Middle and high school teachers' perceptions of cyberbullying prevention and digital citizenship

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The research for this article was conducted via email to teachers all across the United States. 174 secondary teachers participated to help researchers answer what teacher perceptions were on cyberbullying. The demographics of the secondary teachers includes: from all over the continental United States, two-thirds were women, and they were predominately white. The results were broken up by region. The researchers used qualitative and mixed methods to gather the information. The used focus groups and interviews to get exact information from the teachers. The intervention that is needed to help answer the question would be to give teachers the tools they need to manage cyberbullying, and encourage families and community organizations to assist with cyberbullying intervention strategies. To find out if the interventions or programs are successful, you would have to look at more recent data to see trends. That does seem flawed because the United States is very big and not all schools will implement the exact same program. On a personal side note, I think I participated in this study. A couple of years ago I received an email from a group conducting research, and this all sounds so familiar.

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School Climate and Cyberbullying Victimization: A Meta-Analysis

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School Climate and Cyberbullying Victimization: A Meta-Analysis

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The research for this article is a meta analysis, which means it uses the information from numerous studies, questionnaires, quantitative and qualitative research methods. To get the exact information regarding methods, one would have to go to each individual study and gather data from there. Between the studies used, there were 122,567 participants ranging from 9-16 from across the world in 16 countries. There was a negative link found between negative school climate and cyber bullying victimization, but that link is weak. Intervention to be implemented would consist of Social Emotional Learning programs to help create a positive school environment. Future research would determine if the SEL's are working.

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Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?

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Differential Effectiveness of a Middle School Social and Emotional Learning Program: Does Setting Matter?

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The research for this article was conducted in Spain and was focused on secondary Social Emotional Learning Programs. They had 837 middle school students participate in during school and after school Social Emotional Learning programs. Students were given a pretest, post test, and a follow up observation. The researchers were trying to see what times were most effective and if the programs were effective at all. There are so many variables to consider whether the programs are successful or not. It depends on how well the program is implemented, if there is buy in by the staff, relationships, as well as other individual variables such as gender or age. There is meta analysis support that does say these kinds of programs work. This school in particular was using the Positive Attitude program. They gave the students a quantitative questionnaire to get their answers. They did see positive changes but differential effectiveness. To measure effectiveness, you would need a follow up to see if there are any changes in the students answers.

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New to Angelo State? Create your ASU User Account

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"Social and emotional factors have an important role in the learning process because schools are social places, learning is a social process, and emotions can facilitate or hamper learning (Weissberg, Durlak, Domitrovich, & Gullotta, 2015). "  I thought this was too good, I had to share!

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The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis

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The Impact of Class-Level Variables on the Effectiveness of a Middle School Social and Emotional Learning Program: A Multilevel Analysis

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In this article, research was conducted on 746 middle school students in the country of Portugal. The purpose was to look into the different variables and how it affects the students. This particular research group also used the Positive Attitude program, but their focus was on the impact of the school grade the student and class size and the effectiveness of the Social Emotional Learning program. This research was considered quasi experimental. They used a pretest, post test, and 7 month follow up to determine the effectiveness. The students were given a questionnaire that allowed demographic information to be gathered. There were teacher evaluations as well. All answers were composed using a Likert scale which quantified the results. Further study would need to be done to decide if the program is good in all instances. To measure the effectiveness of the program, information from the post test or follow up would need to be studied.

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Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning.

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Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning.

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The research for this article took place in Vermont in a middle school social studies class. 72 very diverse learners participated in the Hands Joined Learning (HJL) Project. The researcher conducted interviews to get qualitative data about information on the project. Personal Learning Experiences are the heart of SEL's and can teach students holistically about the process. Overall climate in the classrooms and new interviews could get the researcher information needed to determine if the program worked.

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Coelho, V. A., & Sousa, V. (2017). The impact of class-level variables on the effectiveness of a middle school social and emotional learning program: A multilevel analysis. Journal of Relationships Research, 8. https://doi.org/10.1017/jrr.2017.21

Coelho, V. A., & Sousa, V. (2018). Differential effectiveness of a middle school social and emotional learning program: Does setting matter? Journal of Youth and Adolescence, 47(9), 1978–1991. https://doi.org/10.1007/s10964-018-0897-3

DeMink-Carthew, J., Netcoh, S., & Farber, K. (2020). Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning. Journal of Educational Research, 113(3), 165–176. https://doi.org/10.1080/00220671.2020.1764467

Doumas, D. M., & Midgett, A. (2022). Witnessing cyberbullying and suicidal ideation among middle school students. Psychology in the Schools, 60(4). https://doi.org/10.1002/pits.22823

Dupuis, A., Therriault, D., Lane, J., Smith, J., Gosselin, P., Drapeau, M., Eliane Saint-Pierre Mousset, Morin, P., Thibault, I., Dufour, M., Viscogliosi, C., & Berrigan, F. (2024). Changes in Anxiety Symptoms and Their Correlates in Adolescents Participating in a School-Based Anxiety Prevention Program During the COVID-19 Pandemic. Canadian Journal of School Psychology, 39(2). https://doi.org/10.1177/08295735241240672

Fredrick, S. S., Coyle, S., & King, J. (2022). Middle and high school teachers’ perceptions of cyberbullying prevention and digital citizenship. Psychology in the Schools, 60(6). https://doi.org/10.1002/pits.22844

Lattke, L., De Lorenzo, A., & Rabaglietti, E. (2025). View of the relationship between students’ sense of belonging, grit and anxiety during pandemic times. Lumenpublishing.com. https://lumenpublishing.com/journals/index.php/rrem/article/view/5544/4154

Li, S., Gong, N., Lin, Y., Huang, F., Zhang, S., & Yu, G. (2024). School climate and cyberbullying victimization: A meta-analysis. Children and Youth Services Review, 169, 108064. https://doi.org/10.1016/j.childyouth.2024.108064

Simoës‐Perlant, A., Barreau, M., & Vezilier, C. (2022). Stress, anxiety, and school burnout post COVID ‐19: A study of French adolescents. Mind, Brain, and Education, 17(2). https://doi.org/10.1111/mbe.12346