Supporting the Social-Emotional Well-Being of Elementary School Students Who Are Deaf and Hard of Hearing: A Pilot Study

Yuriko Kishida, Christopher G. Brennan-Jones, Kevin Runions, Rena Vithiatharan, Kirsten Hancock, Michelle Brown, Robert H. Eikelboom, Juli Coffin, Cheryl Kickett-Tucker, Ian W. Li, Melanie Epstein, Sarah E. Falconer, Donna Cross

Research output: Contribution to journalArticlepeer-review

Abstract

PURPOSE: Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social-emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4-6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. 

METHOD: A pre-post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student-teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. 

RESULTS: In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. 

CONCLUSIONS: The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.

Original languageEnglish
Pages (from-to)1037-1050
Number of pages14
JournalLanguage, speech, and hearing services in schools
Volume53
Issue number4
DOIs
Publication statusPublished - 6 Oct 2022

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