Impact of neuro-linguistic programming-based interventions on school triggers: A before and after intervention study on primary Schoolchildren

Abstract

IntroductionNeuro-linguistic programming (NLP) has been applied in different sectors, including education, to help students develop their skills and overcome academic, social, and behavioral triggers. Due to limited empirical studies and context-specific research, there are significant knowledge gaps in understanding how and to which extent NLP can identify and mitigate specific triggers for school difficulties, such as student engagement and learning outcomes. ObjectiveThis study aims to assess the impact of applying NLP on reducing academic, behavioral, social, and environmental triggers of primary schoolchildren in Lebanon. MethodsA four-month research investigation was performed involving 128 participants aged 6–11 years. The T-test was used to examine outcomes before and after the NLP intervention, and the correlation between the features and the total score per group was performed. ResultsThe NLP intervention reduced academic trigger scores from 3.91 to 3.54 and behavioral trigger scores from 4.48 to 3.9, specifically among children 9 years and above. However, social and environmental trigger scores were significantly reduced among all children post-NLP treatment (p < 0.001 and p = 0.007, respectively). The NLP intervention reduced stress across the different domains, including lower grades, interruptions, disagreements, noise, and bright lights. A negative correlation was identified between trigger scores and age (−0.408, −0.343, −0.448 for academic, behavioral, and social scores, respectively; p < 0.001), indicating a decrease in trigger scores with age. Nevertheless, NLP was more effective in males than females (p < 0.05). The most substantial correlations were observed between students' age and grade (−0.448 and −0.516, respectively) and social trigger scores. Minimal correlations were found between parents' marital status, level of education, economic situation, working status of parents, and the total number of children with any trigger scores. ConclusionThe NLP intervention significantly reduced academic and behavioral trigger scores, especially in children 9 and above. It also reduced social and environmental triggers across all ages. Older children showed greater improvement, and the intervention was more effective in males than females. While students' age and grade strongly correlated with social trigger scores, parental demographics had minimal impact on the results. Thus, NLP strategies prove to be effective in reducing learners' triggers across various dimensions.