ABSTRACT

Aim: Emotional Regulation and Mental Health Enhancement in Early Childhood: An Empirical Examination of Educational Interventions. Methods: The study involved a group of 210 students, with 100 participants assigned to the intervention group and another 100 assigned to the control group. 200 individuals successfully completed their participation in the research study. A range of psychological assessment instruments, including the General Health Questionnaire (GHQ-28), the Oxford Happiness Questionnaire, Sherer's General Self-Efficacy Scale, Cohen's Perceived Stress Scale, Snyder's Hopefulness Scale, and Diener's Satisfaction with Life Scale (SWLS), were utilised in Persian adaptations to evaluate various aspects of well-being. Results: After conducting a thorough analysis comparing groups that received intervention with control groups, the findings indicate that there were no significant changes in mental health indicators except for a slightly significant correlation with a moderate level of happiness (odds ratio [OR] 1.55, 95% confidence interval) [CI] 0.89–2.59, p = 0.07). By employing a sign test and analysing pre-post-testing data, a notable change in the distribution of results between the intervention and control groups has been identified. Specifically, this alteration is discernible in the domains of life satisfaction (p < 0.001) and happiness (p < 0.001). Conclusion: The use of the SMHPP, known for its cost-effectiveness, focus on personalised needs, and comprehensive approach, shows potential for promoting mental well-being among young people. Public health authorities are encouraged to support and promote effective initiatives, especially in poor countries where resources for mental health interventions in schools are often scarce.