Longitudinal Changes in Bullying, Self‐Esteem, and Emotional Intelligence Following a Mental Health Nursing‐Led Emotional Education Program in Primary School Children
Malena Barba‐Muñoz, Maria Pilar Molés‐Julio, José A. Zafra‐AgeaABSTRACT
Aim
To examine longitudinal changes in bullying involvement, self‐esteem, and perceived emotional intelligence following participation in a mental health nursing‐led emotional education programme among primary school children.
Design
Multicentre, longitudinal, non‐randomized, uncontrolled quasi‐experimental pretest–posttest study.
Methods
The study was conducted in 5 public primary schools in Madrid, Spain. A total of 507 students in fourth to sixth grade completed baseline assessment and 345 completed follow‐up. The programme included five student sessions, 2 parent sessions, and one teacher session. Bullying involvement, self‐esteem, and perceived emotional intelligence were assessed using self‐report instruments. Pretest–posttest analyses used valid matched observations for each outcome, complemented by exploratory posttest association analyses.
Results
Bullying involvement decreased from pretest to posttest. No clear pretest–posttest changes were observed in self‐esteem, emotional attention, emotional clarity, or emotional repair. At posttest, higher self‐esteem, emotional clarity, and emotional repair were inversely associated with bullying involvement. These concurrent associations were interpreted as non‐causal.
Conclusion
Participation in the programme was followed by reduced bullying involvement, while self‐esteem and perceived emotional intelligence remained broadly stable. The uncontrolled design precludes causal attribution.
Implications for the Profession and/or Patient Care
School nurses and mental health nurses may contribute to bullying prevention through health education, early identification of psychosocial vulnerability, emotional support, and coordination with families and teachers.
Impact
The study addresses nursing involvement in school‐based bullying prevention. Bullying involvement decreased, while other psychosocial outcomes remained stable. The findings may inform nursing practice and future controlled evaluations in primary schools.
Reporting Method
Reporting was guided by the Transparent Reporting of Evaluations with Nonrandomized Designs statement.
No Patient or Public Contribution
Students, parents, and teachers participated in the intervention and data collection but were not involved in study design, analysis, interpretation, or manuscript preparation.