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Teachers were trained and coached with strategies to build students’ social and emotional skills. A single group, pre/post-test design was used to conduct a preliminary investigation of improvements in participants’ emotional functioning. 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Iizuka\u003Cbr>The University of Queensland, cristina.iizuka@uqconnect.edu.au\u003Cbr>Paula M. Barrett\u003Cbr>The University of Queensland\u003Cbr>Robyn Gillies\u003Cbr>The University of Queensland\u003Cbr>Clayton R. Cook University of Washington\u003Cbr>Welber Marinovic\u003Cbr>The University of Queensland, w.marinovic@uq.edu.au |  |\n\nRecommended Citation  \nIizuka, C. A., Barrett, P. M., Gillies, R., Cook, C. R., & Marinovic, W. (2015). Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area. Australian Journal of Teacher Education, 40 (3).  \n[http://dx.doi.org/10.14221/ajte.2014v40n3.1](http://dx.doi.org/10.14221/ajte.2014v40n3.1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss3/1](http://ro.ecu.edu.au/ajte/vol40/iss3/1)  \nAustralian Journal of Teacher Education  \nPreliminary Evaluation of the FRIENDS for Life Program on Students’and Teachers’ Emotional States for a School in a Low Socio-Economic  \nStatus Area  \nCristina Akiko Iizuka  \nPaula M. Barrett  \nRobyn Gillies,  \nThe University of Queensland  \nClayton R. Cook  \nUniversity of Washington, Seattle, USA  \nWelber Marinovic  \nThe University of Queensland  \nAbstract: The purpose of this study was to examine the impact of the  \nFRIENDS for Life program on students’ and teachers’ emotional  \noutcomes in a school serving a high-poverty population. The focus of the intervention was to train/coach teachers with strategies to develop social and emotional skills for students. A single group, pre/post-test  \ndesign was used to conduct a preliminary investigation of the  \nintervention to improve participants’ social and emotional outcomes.  \nAt the end of the intervention, students who were at risk showed  \nsignificant decrease in their anxiety levels and teacher’s  \ndemonstrated significant improvements on their emotional resilience.  \nKeywords: school mental health, low socio-economic status, social and emotional competence, teacher education, coaching  \nIntroduction  \nThe National Youth Mental Health Survey reported that 14% of children and young people in Australia experience mental health difficulties (Sawyer et al., 2000) . Mental health problems represent a significant public health concern, yet data show that only roughly one out of every four children and young people with a diagnosable mental health disorder receive clinical treatment (Neil & Christensen, 2009) . When it comes to disadvantaged communities characterized by low socioeconomic status, the situation is even worse, with significant barriers that prevent access to care. In a systematic review of the literature examining behaviour problems among children from low-income families, it was estimated that children from low socioeconomic status backgrounds were five times more likely to engage in behaviour problems than the general population (Qi & Kaiser, 2003) . Socioeconomic disadvantage is associated with both internalizing (e.g. depression, anxiety, somatization, post-traumatic stress) and externalizing (e.g. antisocial behaviour, aggression, delinquency, substance abuse) behaviour problems in children and adolescents, as well as cognitive and language development (Ho, Tsao, Bloch, & Zeltzer, 2011; Letourneau, DuffettLeger, Levac, Watson, & Young-Morris, 2013) .  \nVol 40, 3, March 2015 1  \nAustralian Journal of Teacher Education  \nGiven the negative impact of poverty on mental health, there is a need to implement high quality mental health supports in the settings in which children naturally exist (i.e., schools) to increase access to quality care that prevents mental health problems and promotes their social, emotional, and academic well-being (Fazel, Hoagw","cbCaifIhPLYiHEwc","https://ap.wps.com/l/cbCaifIhPLYiHEwc","pdf",170686,21,"English","# Abstract\n# Introduction\n## Mental health in schools\n# Method and intervention design\n# Results and emotional outcomes","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine how the FRIENDS for Life program affected students’ and teachers’ emotional outcomes in a school with a high-poverty population.\"},{\"question\":\"How did the intervention target emotional outcomes?\",\"answer\":\"It trained and coached teachers to use strategies that develop students’ social and emotional skills.\"},{\"question\":\"What were the key findings after the intervention?\",\"answer\":\"At-risk students showed significant decreases in anxiety, and teachers showed significant improvements in emotional resilience.\"}]","Australian Journal of Teacher Education - Vol 40 - Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area | PDF",1792077546,53]