Fourth-grade Class Research Articles

Daily meals in context: A quantitative analysis of elementary school students' drawings

To investigate school-age children's perspectives on food and nutrition, we pilot tested a method to quantify and analyze crayon drawings collected from students in health education classes at two elementary schools in Fukushima, Japan. Included were 28 students in a mixed class of first and second graders and 26 students in a fourth-grade class. Specific foods, general shapes, and color choices in children's drawings were entered into a spreadsheet and analyzed quantitatively. From first- and second-graders' data, co-occurrence network analysis put meals into three groups: at home, eating out, and lunch boxes. Among fourth graders, co-occurrence network analysis called attention to the cucumber, noteworthy for being a local agricultural product. In addition, students who drew more side dishes also drew more staple foods and main dishes (p = 0.04), used more colors (p = 0.006), and showed satisfaction with their community (p = 0.04). These results suggest that students' understanding of eating was centered on the places where they eat and that they valued regional specialty products. Furthermore, the drawing of side dishes was indicative of a balanced diet, which in turn was associated with higher satisfaction with their community. Our trial indicates that children's drawings can be a useful tool for adults to grasp children's understanding of health-related information in daily living.

The Effect of Cartoon-Enriched Instruction on Primary School Students’ Academic Achievement and Attitude in Turkish Courses

This study aimed to determine the effect of cartoon-enriched instruction on 4th grade primary school students’ academic achievement and attitudes towards Turkish courses. The research was carried out with a total of 62 students studying in two separate fourth grade classes of a public primary school during the 2019-2020 academic year. A quasi-experimental design with pretest-posttest control group was used in the study. While the cartoon-enriched method was implemented with the students in the experimental group, regular curriculum was followed with the students in the control group. Achievement test and the attitude scale were applied to the students as a pre-test and post-test to obtain the research data. Normality tests, descriptive analyses, Mann-Whitney U and Independent Groups t-test were used in data analysis. According to the findings obtained as a result of the research, it was concluded that there was a difference between academic achievement and attitudes towards the course in favor of the experimental group, but this difference was not significant. While there was a difference in academic achievement according to gender in the experimental group students in favor of female students, there was no difference in the attitude towards the course according to gender. The research can also be applied to other courses taught in primary schools. Different humor elements can be used together with cartoons to improve students’ attitude towards humor in a positive way. In the research, some acquisitions were selected and cartoons were created in a limited way. The study can be replicated by creating cartoons for all other acquisitions in Turkish courses.

Application of Inquiry Learning Model Assisted Interactive Media on Material Shape and Energy Change to Improve Critical Thinking Skills of Elementary School Students

An ability to think critically is to comprehend, apply, and analyse the truth of a given problem. There is a need for an efficient pedagogical framework that can help students develop critical thinking abilities while studying science. The goal of this research was to analyse the efficacy of an interactive media-assisted inquiry learning methodology applied to the topic of form and energy change in developing students' critical thinking skills. This study involved two fourth-grade classes at a Pekanbaru elementary school and took offline over two months (February and March 2022). There were 16 female and 9 male students in the experimental class and 14 female and 11 male students in the control class, respectively, who made up the research sample. In all, fifty students took part in the research. Information gleaned from before and after an experiment. The research approach is Quasi-experimental, utilising the Nonequivalent Control Group Design as the research shape. The t-test, a method for testing hypotheses, was used to assess the data. As can be seen from the data, the significance level for hypothesis testing was 0.032 (2-tailed). When this number is less than 0.05, H0 is rejected, and Ha is approved. Students' ability to think critically has improved as a result of using the media-assisted inquiry learning approach applied to the transformations of matter and energy, as shown by the results of this study.

Differences in High- and Low-Performing Students’ Fraction Learning in the Fourth Grade

The aim of this longitudinal study was to examine the differences between high- and low-performing students’ development of fraction proficiency over a school year and to investigate how those differences were related to instruction in fractions versus instruction in other mathematics topics. The data for this study were drawn from a group of (n = 398) students from 21 fourth-grade classes, from which we formed two subgroups: the 25% highest performing students (n = 99) and the 25% lowest performing students (n = 100), based on their Danish national test scores. The students’ fraction proficiency levels were studied over eight months at five measurement time points. A multiple linear regression analysis with random effects was used to model the test scores. The results showed that the high-performing students developed their fraction proficiency during most of the school year—both when instructed in fractions and, more surprisingly, when instructed in other mathematics topics. In contrast, low-performing students only developed their fraction proficiency while being instructed in fractions. Finally, the gap between high- and low-performing students’ fraction proficiency widened both when the students were taught lessons on fractions and when they were taught other topics in mathematics.

Effect of Peer Teaching on the Academic Achievement of Fourth Grade Primary School Students

This research aims to examine the effect of peer teaching on the academic success of primary school fourth grade students. The biggest difference of this research from other researches is the application of a different method in peer teaching. This research is in the pretest-posttest experimental design with an unequal control group. The research sample consists of fourth-grade students in a primary school in the province of Alanya, Antalya, Turkey. There are two fourth-grade classes in the primary school. One of these classes was determined as the experimental group and the other as the control group. There are 32 students in the experimental group. There are 28 students in the control group. The primary school fourth grade academic achievement test developed by the researchers was used as a data collection tool. The research was carried out in December 2021 and January 2022. A seven-week application was made in the fourth grade of a primary school in Alanya as part of the study project. Students in the fourth grade of a primary school participated in an experimental technique.SPSS 25 program was used in the analysis of the data. The statistical test computed was a t-test analysis, indicating that the peer teaching experimental group have a mean of 62,96 on the academic achievement scale. But the control group has a mean of 47,85, a difference of 15,11 points between the two groups.

소규모 초등학교 교사의 학년 통합 체육수업 경험과 교육적 의미

Objectives The purpose of this study was to investigate a teacher's experiences with integrated physical education(PE) lessons for different grades at a small-sized elementary school in autoethnography and the teacher’s educational meanings. Methods For this purpose, data was collected from the memory retrieval, in-depth interviews, and concerned documents of seven third graders, eight fourth graders, the investigator that was in charge in a third grade class and gave integrated PE lessons for different grades, and Kim Sae-ssak in charge of a fourth grade class at Tamheom Elementary School in Miji-gun, C Province during a semester from September, 2020 to January, 2021 to examine the teacher's experiences with integrated PE lessons for different grades and the teacher's educational meanings. Collected data was analyzed in a comprehensive analysis procedure based on practical eclecticism, and research integrity was secured through multi-sided analysis, inter-member review, and peer consultation. Results The teacher's experiences with integrated PE lessons for different grades were compared to a captain's story exploring an unknown territory. The teacher's experiences were categorized into “preparing for a voyage without a chart,” “striking on a rock upon departure,” “setting up a sail with steering adjusted” and “entering a cruise route.” The educational meanings of the teacher's experiences with integrated PE lessons for different grades were compared to a treasure hunt in a ship's log. The educational meanings were categorized into “expansion of lessons: expanded waters through marine explorations” in that the scope of lessons was expanded, “students' changes: changes to the sailors through an unknown voyage” in that changes were brought to students, and “a teacher's growth: the captain's growth amid waves” in that teacher made growth. Conclusions Since different grade-integrated PE lessons in small elementary schools have great educational significance for teachers, students, and the class itself, individual efforts and policy support are important.

Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom

Context: The island of Malta is a former British colony, and to this day, education continues to be accessed bilingually. For mathematics education, Maltese and English are used for verbal interaction, with subject-specific words tending to be retained in English. Written mathematics texts are in English, including textbooks, worksheets, digital texts, and examinations. Thus, the “academic” language of mathematics is generally considered—and accepted—to be English. Objective of Research: It is important for Maltese students to gain access to the academic (English) mathematics language to access the discourse of power and still use Maltese in the process. The focus of this study is language as part of the discourse of fractions. The research question was: How can Maltese bilingual children be supported in accessing the discourse of fractions? Participants: The author assumed the dual role of teacher and researcher. The students were 16 nine-year-old children attending a fourth-grade class. Six of these children also participated in two interviews each. Intervention: The author adopted a teacher/researcher role and taught the topic Fractions (five lessons). The topic was chosen at the request of the class teacher. The class teacher stated that although her students had previously mastered fractions of a region (e.g., 1/3 of a circle), they had not understood fractions of quantities (e.g., 1/3 of a set of 12 books). During her teaching, the author focused on language explicitly; she started discussions on fractions with the students using Maltese and English, and gently prompted them toward increased use of mathematical English. The aim of this more detailed articulation of mathematical ideas was for the children to express a better understanding of fractions of quantities. Research Design: This qualitative case study centered its analysis on the classroom interaction and interview data. The theoretical framework drew from Anna Sfard’s definition of mathematical discourse, namely, that a discourse consists of words, endorsed narratives, routines, and visual mediators. “Understanding of fractions” was considered in terms of participation in, or engagement with, in the discourse of fractions. Conclusions: The initial use of translanguaging enabled new discourse elements related to endorsed narratives, routines, and visual mediators. These three elements then supported lengthier and varied contributions in the academic language, and thus, I argue that the endorsed narratives, routines, and visual mediators served as “anchors” to support new language practices (new words of the discourse). Ultimately, the children’s engagement with the four discourse elements indicated that by the end of the five lessons, they had a better understanding of fractions of quantities.

Observed Quality of Formative Peer and Self-Assessment in Everyday Mathematics Teaching and its Effects on Student Performance

<p style="text-align: justify;">The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.</p>

Handling a language to think together in the classroom: The case of the notion of equivalence

This paper presents a research design carried out with fourth-grade class children. The study explores both an educational question and some theoretical considerations about the emergence of logical-mathematical modalities of thinking during activities involving collective linguistic handling. The activities are framed in an educational device whose core is the construction and handling by children of a procedural-algebraic language with a constant attention to the relationship between syntax and semantics of that language. The activities focus on appropriation of the equivalence notion, considered by many scholars an important prerequisite for understanding high-level mathematics. The main results show how children, to find solutions to the problematic situation, in interaction and within a safe dialogic space for thinking, handle the linguistic objects. It has been observed that the latter act as psychological tools allowing, in a continuous back and forth between syntax and semantics, children to arrive at an appropriation of the equivalence.

The Relationship of Ecological Intelligence with Students' Environment Care Behavior on Mangrove Ecosystem Materials

This research was aimed to find the relationship between students’ ecological intelligence and Pro-Environmental behavior on mangrove ecosystem material. The populations of this research were Salamahu Junior School students, and the sample was the fourth-grade classes which randomly chosen. The result were showed that rcalculated = 0,761 dan rtable = 0,3338. Therefore 0,761 > 0,3338 so H0 accepted which means there is a positive relationship between variable X and Y. Significant point correlation (2-tailed) was 0,000 < 0,05 which means between ecological intelligence and pro-environmental behavior there is a significant’s relationship.

Comparing Assessment Methods of Attribute Importance in Teachers’ Decisions: The Importance of Different Criteria for Tracking Recommendations after Primary School

The importance of different criteria for tracking recommendations is usually inferred using regression weights as a cross-student measure. The few studies that have applied alternative approaches or differentiated between student groups sometimes reach different conclusions. According to research on judgment and decision making (JDM), different methods operationalize different facets of importance. Given this, we investigate whether the importance of criteria for tracking recommendations depends on a direct vs. indirect operationalization (regression weights vs. ratings). A total of 181 teachers selected four students from their most recent fourth-grade class using a 2 × 2 design (certain vs. uncertain qualification for the Realschule (vocational track) vs. the Gymnasium (academic track)). Then, they reported on the level and the importance of predetermined criteria for each student. Contrary to JDM research, we found few method-related differences, but striking differences between cases with a certain vs. an uncertain qualification. For the latter, the importance of the criteria is more homogeneous, the regression prediction is less successful and the importance varies with the dependent variable in the regression (actual recommendation vs. perceived qualification). We conclude that further research should focus on uncertain cases rather than method-related differences and suspect that, in uncertain cases, the formation of the recommendation is a multistage decision process.

Knowledge, Practice of Personal Hygiene, School Sanitation, and Risk Factors of Contracting Diarrhea among Rural Students from Five Western Provinces in China.

Background: Diarrhea is a global public health issue and a leading cause of childhood malnutrition, growth disturbances, and mortality. The spread of diarrhea is closely linked to the knowledge and maintenance of personal hygiene and quality of drinking water and sanitation facilities. However, there are few such investigations and analysis in rural areas of China. This study aims to determine the association between the risk of contracting diarrhea and knowledge and practices of personal hygiene and school sanitation among rural students as well as provide a scientific basis for preventing the spread of diarrhea and other infectious diseases. A stratified cluster sampling method was used to randomly select 12 rural primary schools in each of 5 counties where the Water, Sanitation and Hygiene (WASH) Plus Program has been implemented. The counties are located in the Guangxi Zhuang autonomous region, Chongqing municipality, Guizhou province, Yunnan province, and Xinjiang Uygur autonomous region. A single fourth-grade class was randomly chosen from each of the 60 schools for observation and a questionnaire survey. The study involved a total of 2330 students. The logistic regression method was adopted to determine the factors contributing to diarrhea in rural students. The results show that male students accounted for 49.40% (n = 1151) of the 2330 research subjects; the average age of the students was 9.9 ± 0.3 years. Approximately 33.09% of the students suffered from diarrhea in the three months leading up to the survey. The odds ratios (ORs) of students who did not know that “diarrhea can be prevented by washing fruits before eating them raw and not drinking untreated water” (OR: 1.303, 95% confidence interval [CI]: 1.063, 1.597) and that “the disease can be prevented by washing hands before meals and after going to the toilet” (OR: 1.522, 95% CI: 1.207, 1.920) were higher than those who knew the above stated facts. Students who “have drunk untreated water at school” (OR: 1.584, 95% CI: 1.268, 1.978), “have drunk untreated water at home” (OR: 1.643, 95% CI: 1.319, 2.048), and “did not wash hands before every meal” (OR: 1.490, 95% CI: 1.120, 1.983) were at a higher risk of contracting diarrhea than those who drank treated water at school and at home and washed their hands before every meal. Diarrhea was more likely to affect students who attended schools with unclean and poorly maintained toilets (OR: 1.586, 95% CI: 1.261, 1.995) or toilets with flies (OR: 1.383, 95% CI: 1.114, 1.717) and without adequate drinking water facilities (OR: 1.407, 95% CI: 1.009, 1.962). The knowledge of methods to maintain personal hygiene, general hygiene practices, and school sanitation are the three major risk factors that account for the spread of diarrhea among rural students from five western provinces (municipalities and autonomous regions) of China. Therefore, to prevent such diseases and maintain health, it is important to provide students with health education, help them develop good hygiene habits, ensure the provision of clean water at schools, and improve the overall school environments.

Following Darwin's footsteps: Evaluating the impact of an activity designed for elementary school students to link historically important evolution key concepts on their understanding of natural selection.

While several researchers have suggested that evolution should be explored from the initial years of schooling, little information is available on effective resources to enhance elementary school students’ level of understanding of evolution by natural selection (LUENS). For the present study, we designed, implemented, and evaluated an educational activity planned for fourth graders (9 to 10 years old) to explore concepts and conceptual fields that were historically important for the discovery of natural selection. Observation field notes and students’ productions were used to analyze how the students explored the proposed activity. Additionally, an evaluation framework consisting of a test, the evaluation criteria, and the scoring process was applied in two fourth‐grade classes (N = 44) to estimate elementary school students’ LUENS before and after engaging in the activity. Our results show that our activity allowed students to link the key concepts, resulting in a significant increase of their understanding of natural selection. They also reveal that additional activities and minor fine‐tuning of the present activity are required to further support students’ learning about the concept of differential reproduction.

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students’ preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles.

Диагностициране на усвоените знания по литература при учениците в iv клас чрез тестова проверка

The present study aims at diagnosing the knowledge of students in literature from IVth grade through training in reading and extracurricular reading. The results obtained in the course of the research aim at ascertaining the students' knowledge regarding previously studied literary works. With the test check the teacher has the opportunity to establish not only the level of the mastered teaching material, but also the omissions of the fourth graders in order to take timely measures for their elimination. The practice of teaching shows that too often students, after acquiring certain knowledge of literature, do not return to what was previously studied in order to recall it, but turn their attention to the new literary work. Thus the information is forgotten, as a result of which the test examination reveals superficially acquired knowledge or lack of such. In this regard, the study, conducted with two classes of fourth-graders, designated as EG – experimental group and CG – control group, aims to compare their knowledge, as well as the reasons for the mistakes. The idea in this case is to take good examples from the practice of teaching, to direct teachers and students to recall the previous teaching material, as they need it as much as the one they are currently studying in the curriculum of the respective publishing house.

Impact of Bilateral Coordinated Movement on Manipulative Skill Competency in Elementary School Students

Background: Researchers have found that manipulative skill competency in childhood not only helps to improve physical activity participation but also helps adolescents learn specialized sports skills. This study aimed to examine the effects of an eight-week bilateral coordinated movement (BCM) intervention on manipulative skill competency in school-aged children. Methods: The participants were 314 fourth-grade students from two elementary schools in China. This study used a two-arm quasi-experimental research design. For one elementary school, two fourth-grade classes were assigned to the BCM group and another two fourth-grade classes were assigned to the control group. For the other elementary school, one fourth-grade class was assigned to the BCM group and another fourth-grade class to the control group. The students in the BCM group received an eight-week, two 40 min BCM lessons in soccer, and another eight-week, two 40-min BCM lessons in basketball. The control group received an eight-week two regular 40 min PE lessons in soccer and basketball, respectively. The students’ manipulative skill competency in soccer and basketball skills were pre- and post-tested using the two PE metric assessment rubrics. Data were analyzed by means of descriptive statistics, independent sample t-tests, and ANCOVA and ANOVA repeated measures. Results: The results showed a significant main effect of time (pre-test vs. post-test) in soccer skills (F = 273.095, p < 0.001, η2 = 0.468) and in basketball skills (F = 74.619, p < 0.001, η2 = 0.193). Additionally, the results revealed a significant main effect of the group (BCM group vs. control group) in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and a marginal significant main effect of the groups in basketball skills (F = 3.619, p = 0.058, η2 = 0.011). Furthermore, there was a significant interaction effect between the time and the group in soccer skills (F = 37.532, p < 0.001, η2 = 0.108) and in basketball skills (F = 18.380, p < 0.001, η2 = 0.056). Conclusions: It was concluded that after participation in the eight-week, 16 40 min lessons of BCM, the fourth-grade students showed greater improvement in soccer and basketball dribbling, passing and receiving skills, compared to the control group.

Recognizing aesthetics in nature with STEM and STEAM education

ABSTRACT Background In the study conducted with primary school students, the differences between STEM and STEAM activities and environmental awareness and environmental aesthetics were examined. Purpose This study aims to examine the effects of traditional methods, STEM, and STEAM-based activities on primary school fourth-grade students’ environmental awareness. Besides, the extent to which an aesthetic view predicts environmental awareness was also examined. Sample In the study, practices were carried out on six fourth grade classes located in the state primary schools in Başakşehir district of Istanbul province, which were selected using the random cluster sampling method. Design and methods In the study, a quasi-experimental design with a pretest-posttest control group was used. At the end of the applications, the Environmental Awareness Scale and the Aesthetic View Scale developed by the researchers were applied to the students. As a result of the research, it has been observed that STEM and STEAM-based applications are effective in gaining both environmental awareness and aesthetic perspective, but the traditional method is effective in gaining environmental awareness, but not in gaining an aesthetic view. Results According to ANOVA results to determine which application is more effective in gaining environmental awareness and aesthetic perspective, STEM applications are more effective than traditional applications, and STEAM applications are more effective than both traditional and STEM applications. In the regression analysis, it was seen that the aesthetic view explained 22% of the variation in environmental awareness. Conclusions According to the results of the study, conveying only environmental knowledge to the students in environmental education may be insufficient to reach the intended goal. To raise environmentally sensitive students, it can be said that in environmental education, attention should be paid to gaining affective behaviours and giving students an aesthetic view and cognitive behaviour.

Jogos cognitivos na escola: percepção das crianças sobre o aprimoramento das funções executivas

Este estudo visa identificar quais são as possibilidades oferecidas pelo uso dos jogos, analógicos e digitais, para o exercício das funções executivas e, consequentemente, melhoraria das condições para a aprendizagem escolar na percepção das crianças. Para tanto, analisa-se uma experiência realizada em uma escola pública com uma turma de 4º ano do Ensino Fundamental de um projeto que propunha o uso dos jogos cognitivos analógicos, como jogos de tabuleiro e desafio, e digitais, com o uso do aplicativo Escola do Cérebro para exercitar habilidades cognitivas importantes à aprendizagem. Utilizando a abordagem qualitativa os dados foram coletados através de observações participativas durante a aplicação dos jogos, análise dessas observações, questionários aplicados e entrevistas realizadas com as crianças ao longo do projeto. As categorias descritivas utilizadas para que a análise e interpretações foram jogos, motivação e aprendizagem. Os resultados apontam que trabalhar com jogos torna o processo de aprendizagem prazeroso e atrativo para as crianças. Também indicam contribuições positivas em relação a aprendizagem de habilidades cognitivas e ao desenvolvimento de habilidades relacionadas as funções executivas.

The Impact of Nature, The Teaching and Learning of Elementary Lessons in Students 9-11 Years Old (Case Study: Shiraz Elementary Schools)

In today’s world some changes have been occurred in human lifestyle, these changes, along with the advantages, have led to a series of disadvantages including their disconnection with the nature. One of the most important areas to re-establish the relationship is the school. The presence of nature at schools, and holding some classes in nature, in addition to meeting the special needs of children causes their separation from those small and boring classes as well as their interest in courses . This study aimed to investigate the role of nature in children’s learning. For this purpose, third, fourth and fifth grade classes of 3 schools were held outside the school environment and in the nature in 5 courses. The study is a combinational research and field, indirect observation and library data collection methods were applied, where in the indirect observation, two types of questionnaires were prepared related to the students and teachers and were randomly distributed among 580 students and 50 elementary school teachers. Test reliability was assessed using Cronbach’s alpha and it was obtained to be 0.890. The results of this study indicate that the physical place as one of the factors in children’s learning has the maximum impact on teaching and learning of children. At the end of the study and by investigating the existing factors in the environment we understood that the expansion of the nature and natural light of it causes the students’ interest in lessons in nature.

Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms

Enhancing resilience in children with classroom-based interventions can increase their psychosocial well-being. This study describes the development and pilot evaluation of a universal intervention directed at promoting resilience in culturally and linguistically diverse classes. Two third grade and one fourth grade class were included (N = 60). The main goal was to test the feasibility of the intervention. Preliminary quantitative results were obtained on resilience, quality of life and behaviour. The intervention was evaluated positively by teachers and students enjoyed participating. There was no significant influence on resilience. Total quality of life, Self-Esteem and Psychological Well-Being were increased in boys but not in girls. The intervention should be tested in a larger study including a control group and follow-up measure.