Life skills are major determinants of health that can be influenced through health promotion initiatives. Numerous educational interventions exist to foster the development of life skills. However, few interventions have been validated in France. The Feel Good program has been implemented for six years by CRIPS Île-de-France, particularly to address these public health challenges related to promoting children's health. Its goal is to improve life skills and the school climate among children in the 4th and 5th grades (CM1 and CM2). A playful, interactive, and recurring approach to developing PSS at school is expected to effectively promote a positive school climate and enhance children's well-being at school.
The main objective of this study is to evaluate the effectiveness of a school-based life skills development program in improving school climate and children's well-being, through a before-after, here-elsewhere (control group) design.
This action-research project adopts an interdisciplinary approach and will use mixed methods to evaluate the intervention. Three components are planned: 1) the study of implementation, 2) the effectiveness evaluation (main objective), and 3) the development of recommendations for the development and evaluation of such interventions. A theoretical model of change has been developed for the effectiveness study, aligned with process data. The project has received ethical and regulatory approvals (UPC and Inserm), and a pilot study has already been conducted. The expected outcomes include scientific knowledge on the validity of health promotion programs based on the development of life skills for children. The project also aims to develop research methodologies for evaluating health promotion interventions (evidence-based data) and to establish recommendations (replicability), as well as for other themes or populations (transferability).
Children enrolled in grades 4 or 5 during the 2025-2026 school year who will participate in the Feel Good intervention (for pre- and post-program implementation)
Children who are able to read and answer the questions on the questionnaire
French-speaking children.
Children not enrolled in grades 4 or 5 during the 2025-2026 school year who will participate in the Feel Good intervention (for pre- and post-program assessments)
Children who are not able to read and answer the questions on the questionnaire
Non French-speaking children.
Single group
FEEL GOOD
BehavioralThe Feel Good intervention has been implemented for 6 years with a child population. The intervention is based on a validated intervention : the Well-Being and School Climate program (BECS). It is built on scientific contributions from Positive Psychology research, tested and validated in several United Kingdom schools. Ten 1-hour sessions are conducted with 4th and 5th grade children, with themed sessions such as: Developing strengths and observing the diversity of strengths in class / Learning and applying principles of empathetic listening to improve social relationships / Identifying emotions and exploring their role. Sessions are co-facilitated by a CRIPS facilitator and a trained teacher. Three parent workshops are offered.
Life skills
Life skills measured by Psychosocial Skills Measurement Scale For the Psychosocial Skills Measurement Scale developed by Tessier, no validated universal cut-off scores have been established to classify psychosocial skills as low, moderate, or high. Scores are therefore interpreted continuously, with higher scores generally indicating a more frequent use or stronger expression of the psychosocial skills assessed.
Well-being at school
Well-being at school measured by the Multidimensional Students' Life Satisfaction Scale (MSLSS) The MSLSS assesses students' life satisfaction across five domains (family, friends, school, living environment, and self); the higher the score, the greater the level of life satisfaction perceived by the student, although there are no universal cut-off points for defining low, moderate, or high levels of satisfaction.
School climate
School climate measured by Elementary School Class Social Climate Scale (EMCCE), subscales "Frictions" and "Engagement and school involvement" There are no established universal cut-off scores for the EMCCE subscales "Frictions" and "Engagement and school involvement"; higher scores on Frictions indicate more negative classroom interactions, whereas higher scores on Engagement and school involvement indicate a more positive level of student engagement and involvement.
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Université Paris Cité
Lead sponsor
INSERM U1123 ECEVE
Collaborator
APHP Robert Debré Public health department
Collaborator
