Unlocking Success: Transforming Primary School Experience with Neuro-Linguistic Programming-Based Interventions in Lebanon

Abstract

Introduction: Neuro-linguistic programming (NLP) is a method surrounded by controversy, aiming to modify how individuals respond to stimuli, influencing their environment and personal behaviors. Applied across diverse domains, including education, NLP seeks to assist students in developing their skills and addressing academic, social, and behavioral challenges. Objective: This study aims to evaluate the impact of implementing NLP on mitigating school-related triggers among primary school children in Lebanon. Methods: 128 participants aged 6 to 11 were involved in a comprehensive four-month research investigation. The T-test was employed to analyze pre- and post-NLP intervention outcomes, and correlations between various features and total scores within each group were examined. Results: The general characteristics of the control and case groups were comparable, revealing no statistically significant differences. The NLP intervention reduced academic trigger scores from 3.91 to 3.54 and behavioral trigger scores from 4.48 to 3.9, particularly among children aged 9 years and above. Notably, social and environmental trigger scores significantly decreased among all children after NLP treatment (p<0.001 and p=0.007, respectively). Negative correlations were observed between trigger scores and age (-0.408, -0.343, -0.448 for academic, behavioral, and social scores, respectively; p<0.001), signifying a decline in trigger scores with increasing age. However, NLP was more effective in males than females (p<0.05). The most pronounced correlations were identified between students' age and grade (-0.448 and -0.516, respectively) and social trigger scores. In contrast, minimal correlations were established between parents' marital status, level of education, economic situation, working status of parents, and the total number of children with any trigger scores. Students with divorced or separated parents exhibited significantly higher academic trigger scores [B=1.43 (0.29-2.55); p=0.014]. Additionally, children living with their fathers experienced a reduction in social trigger scores (B= -1.05 [-1.93- -0.10]; p=0.030). Conclusion: NLP strategies have effectively alleviated various dimensions of triggers among learners.