ArticleBehavioral sciences (Basel, Switzerland)2026
Effects of a Video-Guided Active Break Programme on the Self-Esteem and Socio-Emotional Well-Being of Schoolchildren with Special Educational Needs: Active Classes Project.
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Serving students with special educational needs (SENs) involves recognising that their learning is closely linked to their emotional needs. Self-esteem and socio-emotional well-being play a key role in their motivation and adaptation to school. In this context, physical activity-based interventions at school emerge as a possible way to strengthen their self-esteem and socio-emotional well-being. The aim of this study was to analyse the effects of a web-based active break programme on self-esteem in students aged 6 to 10 years with SENs and on socio-emotional well-being in the subgroup of first-second-grade students. A pre-specified sub-analysis was conducted of a multicentre randomised controlled trial with a sample of 161 students with special educational needs (7.8 ± 1.1 years, 32% girls), divided into a control group (85 students) and an experimental group (76 students). A programme of video-guided active breaks was implemented in the classroom, applied twice a day, five days a week for 12 weeks, via a web platform. Self-esteem was assessed using the School Self-Esteem Test (SSET), and socio-emotional well-being was assessed using the Self-Report of Socio-Emotional Well-Being (SRSEWB). A significant Time × Group interaction was observed for self-esteem, F
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