Social emotional learning and autonomic regulation enhance social connectedness in female adolescents with extensive exposure to adverse childhood experiences.
The SKY Schools program may improve social connectedness in female adolescents with high ACEs, but further research is needed to confirm long-term benefits.
Where it sits
this study against the rest of the selank corpusSummary and findings
The study evaluated the SKY Schools program's impact on social connectedness in female Latinx adolescents with high adverse childhood experiences. Participants were divided into intervention and control groups, with the intervention group receiving social emotional learning and breathwork training. The intervention group showed a 7% increase in social connectedness compared to baseline, while the control group showed a decrease.
Abstract
Adverse childhood experiences (ACEs) are associated with social isolation, a known contributor to diminishing mental health with consequences for adolescent development. We evaluated effects of the SKY Schools program, which combines social emotional learning (SEL) with training in autonomic regulation (breathwork), on social connectedness (SC) in female Latinx adolescents with high ACEs, a group particularly vulnerable to ACEs effects. In this longitudinal study, female Latinx students (N = 174, 14-18 years; M = 14.97; SD = 0.97) in two Southern California high schools with high (≥4) and low (<4) ACEs either completed the four-week SKY Schools program plus 8 weeks of daily breathwork or underwent their usual physical education curriculum (control). We administered the Social Connectedness Scale before and after the program and again after 8 weeks. Relative to baseline, the high ACEs intervention group showed increased SC (7%) after daily breathwork compared with the control groups (low ACEs: 3%, high ACEs: -3%) and the low ACEs intervention group (-3%) (p < .01). Biopsychosocial programs that combine SEL and breathwork can reduce feelings of social isolation in socially vulnerable Latinx female adolescents, facilitating healthy adolescent development.
Background
Adverse childhood experiences are linked to social isolation, which negatively impacts mental health and adolescent development. This study investigates whether a program combining social emotional learning and autonomic regulation can improve social connectedness in a vulnerable group. Understanding these effects could inform interventions to support healthy development in adolescents with high ACEs.
Methods
This longitudinal study involved 174 female Latinx adolescents aged 14-18 from two high schools in Southern California. Participants were divided based on ACEs scores into intervention and control groups. The intervention group underwent the SKY Schools program and daily breathwork for 8 weeks, while the control group continued their usual physical education. Social connectedness was measured using the Social Connectedness Scale at baseline, post-intervention, and after 8 weeks.
Results
The primary finding was a 7% increase in social connectedness in the high ACEs intervention group compared to baseline, while the high ACEs control group showed a 3% decrease. The low ACEs intervention group also showed a 3% decrease. These differences were statistically significant with a p-value of less than 0.01.
Interpretation
The study suggests that the SKY Schools program may enhance social connectedness in adolescents with high ACEs, potentially mitigating some negative effects of these experiences. However, the clinical significance of a 7% increase is uncertain, and the study's demographic specificity limits generalizability. Further research is needed to confirm these findings and explore long-term impacts.
Key findings
- N=174 female Latinx adolescents, aged 14-18 years.
- High ACEs intervention group showed 7% increase in social connectedness.
- Control group with high ACEs showed a 3% decrease in social connectedness.
- Low ACEs intervention group showed a 3% decrease in social connectedness.
- p<0.01 for differences in social connectedness changes.
Limitations
- Specific to female Latinx adolescents.
- No blinding in study design.
- Short follow-up period of 8 weeks.
- Single demographic focus limits generalizability.