Improving school climate and children’s well-being through the life skills “Feel Good” intervention in French schools: A controlled before-and-after study protocol

Life skills are a key lever for promoting mental health and well-being, encompassing transversal competencies such as problem-solving, empathy, and emotion management. Developing these skills can foster a favorable school environment and enhance children’s well-being. In France, the school-based intervention Feel Good, co-developed with socio-educational stakeholders, uses playful, interactive activities across 10 sessions to build life skills in school children in grand 4 and 5. This study aims to evaluate the effectiveness of the intervention on life skills development, school climate, and well-being, taking into account context, implementation, and processes. The study design is a non-randomized controlled before-and-after study. It is completed by two ancillary studies : a process evaluation and a consensus study to develop recommendations. First, a theoretical model guided the intervention-research design. First, the effectiveness study is assessed via a paper-based self-report questionnaire composed of validated scales measuring three outcomes: life skills, school climate, and well-being. Participants are recruited by classes in schools across the Île-de-France region, with a required sample size of approximately 500 participants per group. Questionnaires are administered at three time points over a school year: T0 (baseline), T1 (2 weeks post-intervention). Score changes will be analyzed across these time points using paired t-tests, and associations with sociodemographic characteristics will be examined. Intervention and control groups will be compared using appropriate statistical models. Second, the process study will apply mixed methods to analyze intervention process, analyzing qualitative semi-structured interviews with children and stakeholders, contextual and satisfaction questionnaires, and quantitative process indicators. Third, a Delphi consensus study with experts stakeholders will develop recommendations for designing, implementing, and evaluating school-based life skills interventions for children. This intervention-research addresses a key gap in life skills research, using a mixed-methods evaluation of effectiveness regarding implementation and contexts. The recommendations will offer transferable tools for future school-based interventions-researches. Findings are expected to strengthen evidence-based mental health promotion practices and support the sustainable integration of life skills programs into educational settings, ultimately contributing to improved child mental health and well-being. Trial registration number NCT07804940, Registration Date 08/31/2026.