Does a psychoeducational programme promote social-emotional development in Spanish six- year-old students regardless of gender?

Social-emotional learning promotes positive development. A six-session programme was conducted to identify social-emotional changes among 83 students (meanage = 6 years). Self-reported and parent- reported pre- and post-test measures were used: a fluency task of naming emotions evaluated emotional awareness, the Strengths and Difficulties Questionnaire measured emotional regulation and relational skills, and the Behaviour Assessment System for Children-Parent Rating Scale assessed relational skills. Implementation was evaluated at the end of each session. Regardless of gender, children’s emotional awareness and regulation, relational skills, and wellbeing improved. Emotional symptoms decreased compared to a control group of a previous research. Despite the lack of a concurrent control group and the small sample size, this study introduces the evaluation of a programme worthy of further development.