Effectiveness of a Psychoeducational Intervention on the Coping Mechanisms, Psychological Wellbeing, and Resilience of Lebanese Children Facing Adversity

Abstract

Adverse childhood experiences (ACEs) are linked to poorer psychological, physiological, and cognitive outcomes, with such experiences remaining widespread in low- and middle-income countries, including Lebanon. This study evaluated the effectiveness of the Somoud psychoeducational intervention in improving the psychological wellbeing, coping strategies, and resilience of children (9 – 12 years) in one school in Beirut. Perceived social support was examined as a potential moderator, and teacher perspectives on intervention delivery were explored. Quantitative findings indicated no statistically significant effects of the intervention on psychological wellbeing, coping, or resilience after controlling for adversity, nor was social support found to moderate these relationships. However, qualitative analysis highlighted strengths in the intervention’s structure, scenario-based training, and relevance, while noting challenges such as time constraints, large class sizes, and lengthy materials. The teacher reported increased student engagement over time and identified personal and professional benefits from delivering the program. Despite the lack of statistically significant findings, the study offers insights for refining school-based, teacher-delivered interventions in high-adversity contexts and emphasizes the potential value of similar interventions for affected children.