ABSTRACT:
Schools play a fundamental role in fostering children’s emotional well-being, social develop ment, and readiness to cope with everyday academic and interpersonal challenges. Universal psychoeducational programmes implemented within the school setting represent a promis ing preventive approach for strengthening students’ emotional competencies and promoting positive mental health. However, evidence regarding the effectiveness of brief school-based psychoeducational interventions for preadolescent students remains limited. The present pilot study evaluated the effectiveness of a brief psychoeducational programme designed to promote emotional well-being, strengthen coping skills, and support psychological re silience among students attending Greek primary schools. A pre–post intervention design was employed with a sample of 29 sixth-grade students enrolled in a public primary school in Greece. Participants completed standardized self-report measures assessing psychologi cal resilience, emotional well-being (depression, anxiety, and stress symptoms), and coping strategies before and after participation in the programme. The intervention comprised five structured psychoeducational sessions grounded in cognitive–behavioural principles, emo tional literacy, and active skills development, delivered within the regular school curriculum. Data were analysed using parametric and non-parametric statistical procedures, as appropri ate. Participation in the programme was associated with significant reductions in depression, anxiety, and stress symptoms, together with significant improvements in adaptive coping strategies. Although psychological resilience showed a positive trend following the interven tion, the observed improvement did not reach statistical significance. These findings suggest that brief school-based psychoeducational programmes can contribute to promoting emo tional well-being and strengthening adaptive coping skills among preadolescent students. Embedding preventive psychoeducational initiatives within everyday school practice may represent a feasible and sustainable strategy for supporting students’ social and emotional development and fostering positive educational experiences in primary education.