Initiative Description: 5 classroom teachers from a large primary school in Malta volunteered to implement the Circle Time intervention in their classrooms. Classrooms were randomized to an experimental or control group. CT teachers attended 1 training session on implementation procedures. Lessons topics included self-awareness/self-esteem, understanding and managing feelings, belonging, friendship and cooperation, and challenges and solutions. CT students showed less internalized difficulties, fewer behavior problems, and more prosocial behavior.
Study Results: CT students showed less internalized difficulties when compared to their control peers, while the qualitative data from both teachers and students suggest that the CT students also exhibited fewer behavior problems and more prosocial behavior.
Reference: Cefai, C., Ferrario, E., Cavioni, V., Carter, A., & Grech, T. (2014). Circle time for social and emotional learning in primary school. Pastoral Care in Education, 32(2), 116-130. doi:10.1080/02643944.2013.861506
Level of Evidence: Very Good