Better together: involving parents to improve the impact of a video game program to promote primary school students’ emotional competencies

Abstract The objective of the present study was to evaluate whether parents’ participation could enhance the impact of a video game designed to promote children’s emotional competencies. To achieve this, the video game Happy 8–12 was implemented at school. A separate group of children also played the video game Happy for Families at home with their parents. Differences between children who participated together with their parents, children who played only at school and a control group were explored. Additionally, the study examined improvements in children’s anxiety and academic performance, as well as parents’ emotional awareness, emotional regulation, and parental stress. The sample comprised 137 students along with 42 parents. Results indicated improvements in both groups of children compared to the control group, particularly in emotional awareness, life and well-being competencies, and the global emotional competence. Increases in emotional regulation, emotional autonomy, and social competence, were observed solely among children who participated with their parents. However, no differences emerged in terms of anxiety and academic achievement when compared to the control group. In addition to these findings, parents demonstrated improvements in emotional awareness and regulation, though there was no significant reduction in parental stress. These preliminary results support the efficacy of Happy 8–12 and Happy for Families in promoting children’s emotional competencies and emphasize the importance of involving parents to enhance the intervention outcomes.