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This study examined a 10\u2010h ER skills training, named Boost Camp, using network analysis. A total of 498 adolescents (\n                    <jats:italic>M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    \u2009=\u200910.36,\n                    <jats:italic>SD<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    \u2009=\u2009.71, range\u2009=\u20098\u201312) from schools in Belgium completed the ER Skills Questionnaire before and after the intervention. Grounded in the Adaptive Coping with Emotions model, the study assessed adolescent ER skills including Awareness, Identification, Labeling, Understanding, Modification, Acceptance, Tolerance, Readiness to Confront, and Effective Self\u2010Support. Results indicated that Modification, Identifying &amp; Labeling, and Acceptance &amp; Tolerance were the most influential skills. Changes in network structure and patterns of connectivity from pre\u2010 to post\u2010intervention were studied using the Structural Hamming Distance and Network Comparison Test. While the overall level of network connectivity remained stable over time, permutation tests indicated structural differences following the intervention, including two significant deletions and one edge insertion. The pre\u2010intervention network exhibited a two\u2010community structure: one grouping Identification &amp; Labeling, Awareness, and Understanding, and another combining Acceptance &amp; Tolerance, Modification, Readiness to Confront, and Effective Self\u2010Support. Post\u2010intervention, this community distinction was no longer observed, with increased connectivity between previously separate clusters and decreased within\u2010cluster associations. These findings demonstrate the utility of network analysis for examining changes in the organization of ER skills following participation in a school\u2010based intervention. Although the functional significance of these network\u2010level changes remains unclear, the findings suggest a more integrated pattern of associations among ER skills post\u2010intervention.\n                  <\/jats:p>","DOI":"10.1111\/jora.70274","type":"journal-article","created":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T07:02:16Z","timestamp":1790233336000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Network\u2010level changes in emotion regulation skills following a school\u2010based prevention program"],"prefix":"10.1111","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8213-2565","authenticated-orcid":false,"given":"Jolien","family":"Braet","sequence":"first","affiliation":[{"name":"Department of Developmental, Personality and Social Psychology Ghent University  Ghent Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8269-0441","authenticated-orcid":false,"given":"Kristof","family":"Hoorelbeke","sequence":"additional","affiliation":[{"name":"Department of Experimental Clinical and Health Psychology Ghent University  Ghent Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9550-8653","authenticated-orcid":false,"given":"Brenda","family":"Volkaert","sequence":"additional","affiliation":[{"name":"Department of Developmental, Personality and Social Psychology Ghent University  Ghent Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2458-287X","authenticated-orcid":false,"given":"Caroline","family":"Braet","sequence":"additional","affiliation":[{"name":"Department of Developmental, Personality and Social Psychology Ghent University  Ghent Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-2614-4523","authenticated-orcid":false,"given":"Laura","family":"Wante","sequence":"additional","affiliation":[{"name":"Department of Developmental, Personality and Social Psychology Ghent University  Ghent Belgium"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,9,24]]},"reference":[{"key":"e_1_2_14_2_1","doi-asserted-by":"publisher","DOI":"10.1613\/jair.1061"},{"key":"e_1_2_14_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10608\u2010014\u20109662\u20104"},{"key":"e_1_2_14_4_1","doi-asserted-by":"publisher","DOI":"10.1159\/000348448"},{"key":"e_1_2_14_5_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.copsyc.2015.02.002"},{"key":"e_1_2_14_6_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4939-1022-9_3"},{"key":"e_1_2_14_7_1","doi-asserted-by":"publisher","DOI":"10.1024\/1661\u20104747.56.2.141"},{"key":"e_1_2_14_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s12671\u2010015\u20100476\u20106"},{"key":"e_1_2_14_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.paid.2011.06.009"},{"key":"e_1_2_14_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/1745691613504116"},{"key":"e_1_2_14_11_1","doi-asserted-by":"publisher","DOI":"10.1038\/s43586\u2010021\u201000055\u2010w"},{"key":"e_1_2_14_12_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10964\u2010025\u201002299\u20101"},{"key":"e_1_2_14_13_1","doi-asserted-by":"publisher","DOI":"10.3390\/psych3030032"},{"key":"e_1_2_14_14_1","doi-asserted-by":"publisher","DOI":"10.1007\/s00787\u2010017\u20100952\u20108"},{"key":"e_1_2_14_15_1","doi-asserted-by":"publisher","DOI":"10.1038\/nature25770"},{"key":"e_1_2_14_16_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10608\u2010024\u201010530\u20109"},{"key":"e_1_2_14_17_1","doi-asserted-by":"publisher","DOI":"10.3758\/s13428\u2010017\u20100862\u20101"},{"key":"e_1_2_14_18_1","unstructured":"Epskamp S. 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