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Background and research question <p>This study examined adolescents’ evaluations of the school-based peer group counseling (PGC) intervention and the effects of the intervention on aspects of the social climate in the classroom.</p> Study design and research methods <p>The PGC intervention was conducted as part of a&#xa0;quasi-experimental study design in 14&#xa0;secondary school classes in the eighth&#xa0;grade lasting 45 min every 2&#xa0;weeks over the course of 1–2&#xa0;school years. Evaluations of the intervention were obtained from 141&#xa0;adolescents (mean [M]: 14.3&#xa0;years, 45.7% female). A&#xa0;subsample of 120&#xa0;adolescents (M: 14.1&#xa0;years, 43.7% female) was used for the analyses of the effects.</p> Results <p>The adolescents’ evaluations of the intervention varied. While approximately two thirds of the adolescents (67%) liked the PGC intervention “somewhat” to “very much” overall, slightly more than one third did not like the intervention “very much” or “at all.” There were considerable differences between classes in their evaluations of the intervention. The PGC intervention had significant positive effects on school integration.</p> Discussion <p>The PGC intervention has the potential to improve school integration as a&#xa0;universal health promotion measure. However, various aspects must be taken into account during implementation (e.g., trust among young people as well as acceptance of the intervention).</p> Conclusion <p>It is recommended that the intervention be planned in a&#xa0;participatory manner together with the young people and implemented in school classes as a&#xa0;universal health promotion measure.</p>

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Positive Peer Culture zur Stärkung schulischer Integration. Ergebnisse eines Präventionsprojekts auf Sekundarstufe I

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月19日

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  • Annette Krauss,
  • Claudia Schellenberg,
  • Patrizia Röösli

摘要

Background and research question

This study examined adolescents’ evaluations of the school-based peer group counseling (PGC) intervention and the effects of the intervention on aspects of the social climate in the classroom.

Study design and research methods

The PGC intervention was conducted as part of a quasi-experimental study design in 14 secondary school classes in the eighth grade lasting 45 min every 2 weeks over the course of 1–2 school years. Evaluations of the intervention were obtained from 141 adolescents (mean [M]: 14.3 years, 45.7% female). A subsample of 120 adolescents (M: 14.1 years, 43.7% female) was used for the analyses of the effects.

Results

The adolescents’ evaluations of the intervention varied. While approximately two thirds of the adolescents (67%) liked the PGC intervention “somewhat” to “very much” overall, slightly more than one third did not like the intervention “very much” or “at all.” There were considerable differences between classes in their evaluations of the intervention. The PGC intervention had significant positive effects on school integration.

Discussion

The PGC intervention has the potential to improve school integration as a universal health promotion measure. However, various aspects must be taken into account during implementation (e.g., trust among young people as well as acceptance of the intervention).

Conclusion

It is recommended that the intervention be planned in a participatory manner together with the young people and implemented in school classes as a universal health promotion measure.