{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,20]],"date-time":"2026-04-20T22:21:52Z","timestamp":1776723712219,"version":"3.51.2"},"reference-count":113,"publisher":"MDPI AG","issue":"11","license":[{"start":{"date-parts":[[2025,11,10]],"date-time":"2025-11-10T00:00:00Z","timestamp":1762732800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Erasmus+ KA3 research project \u201cPromoting Mental Health at Schools\u201d","award":["06689-EPP-1-2018-2-IT-EPPKA3-PI-POLICY"],"award-info":[{"award-number":["06689-EPP-1-2018-2-IT-EPPKA3-PI-POLICY"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Previous research shows that better socio-emotional skills are associated with students\u2019 behavioral adjustment and positive learning outcomes; however, the protective role of socio-emotional skills regarding academic learning during global crises has not been studied sufficiently. This research aims to evaluate longitudinal changes in students\u2019 socio-emotional skills and learning outcomes during the implementation of a universal prevention program Promoting Mental Health at Schools (PROMEHS). The research coincided with lockdown due to the COVID-19 pandemic, therefore allowing an assessment of the protective role of socio-emotional learning even in the face of adverse circumstances. In total, 3166 students (aged 7\u201317 years) from Latvia and Portugal participated in the research, and a survey of their respective teachers was used to collect data. The SSIS-SEL teacher form and a three-item learning outcomes measure addressing academic motivation, engagement, and performance were applied in the study. It was found that growth in socio-emotional skills has a positive effect on academic outcomes, while a decline in socio-emotional learning has a detrimental effect on academic outcomes. This applies to both experimental and control groups, both genders, all educational levels, and both countries. Additionally, the increase in socio-emotional skills predicted better academic outcomes in upper secondary schools than in primary and lower secondary schools.<\/jats:p>","DOI":"10.3390\/bs15111529","type":"journal-article","created":{"date-parts":[[2025,11,10]],"date-time":"2025-11-10T13:51:08Z","timestamp":1762782668000},"page":"1529","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Students\u2019 Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two European Countries"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9404-1759","authenticated-orcid":false,"given":"Baiba","family":"Martinsone","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Latvia, LV-1586 Riga, Latvia"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0229-1422","authenticated-orcid":false,"given":"Celeste","family":"Sim\u00f5es","sequence":"additional","affiliation":[{"name":"Department of Education, Social Sciences and Humanities, Faculty of Human Kinetics, University of Lisbon, Cruz Quebrada, 1499-002 Lisbon, Portugal"},{"name":"Institute of Environmental Health, Faculty of Medicine, University of Lisbon, Cruz Quebrada, 1649-028 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8147-0116","authenticated-orcid":false,"given":"Liberato","family":"Camilleri","sequence":"additional","affiliation":[{"name":"Department of Statistics and Operations Research, University of Malta, MSD 2080 Msida, Malta"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1326-3956","authenticated-orcid":false,"given":"Elisabetta","family":"Conte","sequence":"additional","affiliation":[{"name":"Department of Human and Social Sciences, University of Bergamo, 24129 Bergamo, Italy"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8440-2415","authenticated-orcid":false,"given":"Paula","family":"Lebre","sequence":"additional","affiliation":[{"name":"Department of Education, Social Sciences and Humanities, Faculty of Human Kinetics, University of Lisbon, Cruz Quebrada, 1499-002 Lisbon, Portugal"},{"name":"Institute of Ethnomusicology\u2014Center of Studies in Music and Dance (INET-md-FMH\/ULisboa Branch), Cruz Quebrada, 1499-002 Lisbon, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,11,10]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"186","DOI":"10.1080\/11356405.2015.1012804","article-title":"The longitudinal effect of the Aprender a Convivir (learning to live together) programme in childhood: The development of social competence [Efecto longitudinal del programa Aprender a Convivir en la infancia: Desarrollo de la competencia social]","volume":"27","author":"Alba","year":"2015","journal-title":"Cultura y Educaci\u00f3n"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"263","DOI":"10.1387\/RevPsicodidact.13313","article-title":"Longitudinal study of the effects of the aprender a convivir program on children\u2019s social competence [Estudio longitudinal de los efectos del programa Aprender a Convivir en la competencia social infantil]","volume":"20","author":"Pichardo","year":"2015","journal-title":"Revista de Psicodidactica\/Journal of Psychodidactics"},{"key":"ref_3","unstructured":"Austin, G., Bates, S., and Duerr, M. 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