Socioemotional Health Research Articles

Adolescents’ perceptions of autonomy-supportive parents and social-emotional health: Serial multiple mediation of positive stress and mental toughness

Adolescence may bring some developmental challenges that affect social-emotional health. However, it is also possible to turn challenges into opportunities. Parental autonomy support, psychological stress, and mental toughness can contribute to adolescents having a healthy period. This study examined the mediating role of positive stress and mental toughness in the relationship between parental autonomy support and social-emotional health. The study included 441 (female 56.46%, male 43.54%) adolescents in Turkey enrolled in a high school. Self-report scales were used in this cross-sectional study. The results showed that positive stress and mental toughness were serial mediators of the relationship between adolescents’ perceptions of parental autonomy support and social-emotional health outcomes (indirect effect = 0.05 [0.03, 0.08]). These results extend the implications of self-determination and positive psychology theories. It guides parents, educators, and school counselors in strengthening adolescents’ social-emotional health. Adolescents’ socio-emotional health can be enhanced through workshops and counseling services that offer parental autonomy support, positive management of stress, and mental toughness.

Development and Validation of a Pediatric Celiac Disease-Specific Quality of Life Measure.

Quality of life (QOL) is critical in screening and management of chronic medical conditions, including celiac disease (CD). This project aimed to develop a CD-specific pediatric QOL measure ("CDLIFE") with parallel self- and parent-report forms by generating items through concept elicitation interviews, iterative refinement using cognitive debriefing interviews, and evaluating its psychometric properties and validity. Concept elicitation interviews were conducted to develop items (nine youth ages 8-19 with CD; 10 parents of youth with CD), followed by cognitive interviews with additional stakeholders (three youth with CD, three parents, and eight clinicians), and item administration (parent/youth reports: n=103/102). Analyses included response frequencies, internal consistency reliability, exploratory factor analyses, and correlations with related measures (PROMIS, PEDSQL, and GFD-VAS). From concept elicitation interviews, 42 youth and 45 parent items were developed. Cognitive debriefing interviews yielded 36 refined items. Psychometric analyses identified 15 items to remove due to ceiling/floor effects, poor item-to-test correlations; youth-parent mismatch or conceptual mismatch. Total score internal consistency was high (alphas=0.89-0.90). A four-factor model solution had the best fit (Social Impact, External Support, Adaptive Vigilance, Eating Behaviors/Adjustment) with a fifth single-item domain (Financial Resources). The final CDLIFE (21 items) total scores correlated with most related measures in expected directions for parent and youth forms. The CDLIFE may facilitate insight into CD-specific QOL for youth ages 2-18 years, capturing important dimensions of physical and socioemotional health. Administering the CDLIFE will help identify and track families needing support.

Association Between Socio-Emotional Health, Physical Activity and Screen Time Among Children

ABSTRACT Background Technological advancements have led to increased screen time and decreased Moderate to Vigorous Physical Activities (MVPA) among children. The impact of MVPA on children’s mental health is less explored compared to adults. Purpose This study investigated the relationship between children’s social-emotional health, MVPA, and screen time across different socioeconomic statuses (SES) in Bandar Abbas, Iran. Methods Primary school children completed questionnaires (n = 1041), analyzed for MVPA, screen time, and emotional health indicators. Results Lower SES children showed higher MVPA levels (23.11% active) than higher SES counterparts (11.8% active), but higher SES children exceeded 2 hours of screen time more (58.7% vs. 44.5%). Happiness correlated positively with MVPA, while worries negatively impacted MVPA. Sadness and worries increased screen time. Discussion Poor socio-emotional health was linked to increased screen time and decreased MVPA, limiting physical activity opportunities. Significant SES disparities suggest tailored interventions are crucial. Translation to Health Education Practice Addressing socio-emotional well-being is vital for promoting healthier lifestyles among Iranian children, emphasizing strategies to mitigate screen time and enhance MVPA.

Revisão Sistemática de Estudos sobre Bullying no Contexto da Educação Física e Atividade Física

Introduction: Aggressive behaviors such as bullying or School Bullying (SB) in the population are not an isolated event and seriously affect the socio-emotional health of those who suffer it. Objective: The aim of this study was to carry out a systematic review of existing publications on Physical Education (PE) and Physical Activity (PA). Materials and Methods: A research was designed based on PRISMA methodology. The search for information was developed in four databases WOS, PUBMED, SCIELO and ELSEIVER between the years 2015 to 2020. Results: A total of 53 articles were found, after being analyzed by inclusion and exclusion criteria, 18 studies were considered for analysis. Spain, Brazil and Colombia concentrate a greater number of publications with great variability of sample size for both females and males mainly during adolescence. The most used concepts were Bullying; Victimization, School Violence, Cyberbullying, Cyberbullying, Self-esteem within the context of PE and PA. Conclusion: The need to make the problem visible in PE and PA is highlighted, due to its impact on physical and emotional health and motor learning.

Status of the Children's Socio-Emotional Well-being Before and During the Pandemic: A Scoping Review

Positive mental health thrives on strong social and emotional connections. Cultivating a child's ability to forge close, secure, and meaningful relationships is the cornerstone of well-being. Yet, pandemic-induced isolation has created barriers to face-to-face interaction with friends, posing a significant challenge to this critical developmental task. This scoping review delves into previous research concerning children's socio-emotional well-being before and during the pandemic. We screened studies, focusing solely on those directly addressing the core issues impacting children's emotional landscape. Our findings reveal disturbing trends: the pandemic has amplified anxieties, particularly among vulnerable children. The evidence speaks for itself – this global health crisis has inflicted a negative impact on children's socio-emotional health. In response, researchers have proposed a range of policy recommendations to equip teachers and parents with the tools to recognize and mitigate the pandemic's consequences on children. Among these, ongoing debriefing sessions for teachers can foster understanding and gradually alleviate anxieties that ripple through classrooms. Simultaneously, parents – as children's primary caregivers – must remain informed and offer unwavering support, actively monitoring and addressing anxieties within their homes.

Parental Illiteracy on Students' Well-Being: A Case Study of Grade 12 Students in Kabul Public School

This study aims to clarify the complex relationship between parental illiteracy and the wellbeing of 12th grade students in the dynamic city of Kabul, Afghanistan. Education, an indicator of hope, is investigated through the lens of parental literacy, demonstrating its pervasive influence on scholastic achievement, emotional stability, and social progress. The study makes use of empirical data to outline the complex effects of parental illiteracy on students' life fulfillment, academic self-efficacy, and self-esteem. Claiming that children of illiterate parents experience poorer levels of wellbeing is supported by a thorough investigation of the complex issues that arise when illiteracy, cultural dynamics, and socioeconomic circumstances come together. The research sheds light on the challenges that students have in the face of parental illiteracy, but it does more than just name issues; it also makes useful suggestions and advocates for radical change. The results highlight the critical role that literate parents have in influencing a child's educational path, cultivating good attitudes, and offering essential support. Suggestions that are customized to the particular circumstances of Kabul encompass community learning centers, integrated literacy programs, and programs that enhance socio-emotional health. The report advocates for systemic reforms through international cooperation, technological innovation, and legislative reform— a move that goes beyond individual remedies. As the study draws to a close, it calls on decision-makers, educators, and activists to work together to break down the obstacles caused by illiteracy, imagining a future in which education becomes a tool that empowers every kid. The appeal to develop hope, enlighten minds, and clear the path for a better, more just future resounds in Kabul's resilient heart. This call transcends national boundaries and fosters a vision of transformative education and societal upliftment.

Coresidence with Grandparents and Children’s Socioemotional Health in Kindergarten

Coresidence with Grandparents and Children’s Socioemotional Health in Kindergarten

Adverse childhood experiences and yoga as "a practice of liberation".

The long-term negative health consequences of adverse childhood experiences (ACEs) pose a significant public health concern. Effective and engaging interventions that simultaneously address physical, mental, and socio-emotional health and mitigate the negative sequelae related to ACEs are needed. Promising evidence points to the impact of yoga and mindfulness on physiological and emotional health outcomes. Yet, little is known about those who have experienced multiple ACEs and their perspectives on the influence of yoga and mindfulness on their lives. The current study examines the phenomenological experiences of adults with high ACEs who engage in yoga practice. Twelve adults participated in in-depth, semistructured interviews. These included nine cisgender women, two cisgender men, and one gender nonbinary individual; 66.8% White, 16.6% multiracial, 8.3% Black/African American, and 8.3% Asian American/Pacific Islander. Participants were aged 20-63 years and endorsed four or more ACEs. They practiced yoga at least once a week for at least 6 months. Themes that emerged included: healing from trauma-related symptoms, integration of the whole self in mind-body practice, corrective experiences through yoga and mindfulness, and healing beyond talk therapy. Individuals with ACEs may experience yoga as a potentially valuable method for promoting healing through an integrative approach. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Community Cultural Wealth among a South Australian Muslim Population: A Reflective Evaluation of Strengthening Family Health and Wellbeing

Muslims living in non-Muslim countries may experience marginality, which has associations with exclusion, poor socio-emotional health, higher rates of family violence, and poor quality of life. Faith-based strategies have the potential to bridge the gaps and improve the outcomes for these communities. We undertook a reflective evaluation of the individual and group interventions of a Muslim start-up NGO, Community Development, Education and Social Support Inc. (CDESSA) (Adelaide, SA, Australia). Qualitative data were generated via dialogue, storytelling, and making connections with meaning based on observations of the lived experiences of the narrators. The analysis involved revisiting, reordering, refining, and redefining the dialogue, and conscious framing around a theoretical model of community cultural wealth. The results showed the growth of family and community engagement in CDESSA’s support and intervention activities, commencing with a small religious following in 2021 and growing to more than 300 Muslims regularly joining together for faith, health, welfare, and social wellbeing activities. Reflections on the dimensions of aspirational, navigational, social, familial, ethnoreligious, and resilient forms of community cultural wealth showed that the range of individual and group interventions, involving religious leaders, contributed to improving health and wellbeing, thereby growing community capital as a mechanism for strengthening families in this community.

Triple jeopardy: The impact of race, class, and gender on girls and women in sport and physical activity.

Thirty-six million youth athletes participate in and benefit from sport each year in the United States. Along with developing sport skills, the lifelong benefits of physical activity for girls and women are significant and include improved dietary habits and quality sleep, decreased risk for breast cancer and osteoporosis, among other benefits (Erickson et al., 2019; Zarrett et al., 2018). In addition, girls and women that engage in sport are more likely to experience additional professional benefits with 94% of women business executives reporting they played sport in their youth (Kotschwar, 2014). However, as in many performance domains, the benefits are not experienced equally by all would-be participants. Research indicates that girls and women of color do not have the same access to quality sport and physical activity opportunities (National Collegiate Athletic Association [NCAA], 2021; Smith-Evans et al., 2014). In 2020, the COVID-19 pandemic and the eruption of racial unrest have widened the participation gaps and the resulting psychosocial and health benefit gap for girls of color and those from economically disadvantaged backgrounds. The purpose of this article is to signify the important role sport and physical activity play in socioemotional development, physical fitness, and health of girls and women. By centering the experiences of girls and women who are currently not equitably served by the existing youth sport environment (e.g., girls and women of color and girls from working-class backgrounds), the authors will identify barriers that prevent access to physical activity opportunities for everyone. In addition, strategies for change will be offered. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The impact of household pets on children's daily lives: Differences in parent-child conversations and implications for children's emotional development.

Living with a pet is related to a host of socioemotional health benefits for children, yet few studies have examined the mechanisms that drive the relations between pet ownership and positive socioemotional outcomes. The current study examined one of the ways that pets may change the environment through which children learn and whether childhood pet ownership might promote empathy and prosocial behavior through parent-child conversations about emotions and mental states in the presence of a pet dog. Participants included 123 parent (118 mothers, four fathers) and child (65 female, 58 male, Mage = 39.50 months, 75 White, not Hispanic, nine Asian/Pacific Islander, seven Hispanic, five Black/African American, two South Asian/Indian, two American Indian/Alaska Native, two "other," 21 more than one race, 111 residing in the United States) dyads currently living with a pet dog (n = 61) or having never lived with a pet dog (n = 62). As hypothesized, we found that parents used a greater proportion of emotion and mental state language with their children when playing with their pet dog than with a lifelike toy, suggesting that the presence of a household pet may be one context used to promote conversations about emotions and mental states. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Coping with Community Violence: Perspectives of African American Young Adult Men and Hispanic/Latino Young Adult Men.

Further study is needed regarding the intersection of community violence exposure, coping strategies, and health behaviors among young adult African American men and Hispanic/Latino men. This study did so in Lake County, Indiana, which contains multiple areas with disproportionate prevalence of violence relative to population size. Approximately 22 miles from Chicago, Lake County includes noteworthy mid-sized cities such as Gary, Hammond, and East Chicago. This study explored the perceptions of African American men and Hispanic/Latino men ages 18 to 25 regarding coping strategies and both healthy and health risk behaviors after directly witnessing or indirectly experiencing a violent act or event. We used aspects of social cognitive theory to design this community-based participatory research study. Thirteen males who self-identified as African American, Hispanic/Latino, or both, completed 34- to 80-minute, audio-recorded phone interviews. Audio recordings were transcribed, and NVivo 12 Windows was used by the research team (primary researchers and two coders) to complete transcript analysis. Findings from this study provided insight around African American men and Hispanic/Latino men regarding (a) witnessing violence directly or indirectly experiencing violence; (b) changes in everyday life experiences; (c) coping strategies that involved socio-emotional health, spiritual health, social health, and risky health behaviors; (d) rationales for not asking for help; (e) observations of significant others' coping; (f) what to do differently in the future; (g) beliefs about mentors; and (h) beliefs about mental health providers. Delving into participants' experiences revealed that African American men and Hispanic/Latino men in Lake County, Indiana chose to adopt a range of health risk and health positive strategies after directly witnessing or indirectly experiencing violence. Becoming knowledgeable about African American men's and Hispanic/Latino men's diverse coping strategies and health behaviors may help inform the community about how best to cocreate spaces that aim to alleviate the traumatic experience of having directly or indirectly experienced community violence.

Effect of Technology and Digital Media Use on Adolescent Health and Development: Protocol for a Multimethod Longitudinal Study.

Technology and digital media (TDM) use is integral to modern adolescence; adolescents have been labeled as "digital natives," since they have had exposure to digital technology for their entire lives. Previous evidence has illustrated TDM's connections with adolescent risk behaviors such as increased alcohol use and social media exposure, as well as relationships with adolescent well-being such as improved socioemotional health and social media connections with peers. Although several recent review articles have described both the benefits and risks of technology use, most individual studies adopt a singular risk-centered approach. In addition, reviews suggest that little evidence exists on the potential mediating and moderating factors between TDM use and well-being and health outcomes, which limits our understanding of what influences the outcomes of interest. Therefore, there is an urgent need to fill these gaps. This protocol addresses the need to understand how TDM exposure and use affect multiple developmental domains and health outcomes. We address the fragmented nature of previous research, the common focus on single behaviors or conditions, and the typical narrow lens on risks. Our approach further aligns with reviews that called for studies identifying and investigating the factors that moderate the relationships between social media and health behaviors and outcomes. We will address our objective by longitudinally examining over a 2-year period a common set of adolescent participants (N=400, aged 13-15 years) across 3 studies that adopt a multimethodological approach. Study 1 will use TDM to understand the mechanisms behind adolescent health and risk behaviors. Study 2 will use functional magnetic resonance imaging to understand how positive and negative TDM experiences relate to mental and behavioral health in a subsample of 150 adolescents. Study 3 will use a mixed methods design to evaluate self- and other-generated TDM content as the predictors of socioemotional well-being in sexual and gender minority and non-sexual and gender minority adolescents. Recruitment is ongoing, and the initial results from the first wave of recruitment are expected in 2024. This integrated approach to longitudinal data collection from a shared adolescent participant pool will lead to novel analyses and findings, allowing for the examination of the health and well-being risks and benefits associated with TDM use and factors that moderate these relationships. The findings from this study will advance conceptual models and inform new interventions to improve adolescent health. DERR1-10.2196/50984.

Antiracist pedagogies in post-COVID middle level classrooms

Previous research indicates pandemics have a traumatic effect on individuals. The COVID-19 pandemic has been traumatic for all students of all races and socioeconomic households. The pandemic has, however, intensified racial trauma by exacerbating racial disparities already existing in American society. Racial trauma has been linked to poor socioemotional health and academic performance in racial minority adolescents. For this reason, an examination of classroom strategies to address racial trauma is imperative in the conversation about Youths of Color’s (YoC) return to the classroom post- COVID-19. This paper reviews racial trauma within the context of COVID-19 pandemic and posits antiracist pedagogies teachers may be an effective strategy to support YoC in processing racial trauma exacerbated by the COVID-19 pandemic.

Coping With the Cost of Caring, Part 1: Approaching a Breaking Point in the Current Educational System

Supporting students’ emotional health has become indispensable considering unprecedented collective trauma and present-day stressors including the COVID-19 pandemic, gun violence, longstanding systemic inequities, and a polarized political climate impacting the educational system. In addition to navigating personal and occupational stressors, teachers are frequently exposed to secondhand accounts and effects of students’ traumatic experiences, increasing their risk of compassion fatigue (i.e., the mental, physical, and emotional exhaustion that results from working with and caring for individuals who are impacted by distress and trauma). Teachers’ emotional resilience is essential in the fight against compassion fatigue, burnout, and withdrawal from the profession. The first of a two-part series, this article lays groundwork that encourages pre-service, early career, and veteran physical and health educators to reflect on risk factors and protective factors that safeguard their socioemotional health as they are asked to continue to give. It begins by describing the role of teachers as emotional first responders in the classroom, followed by risk factors and symptoms of compassion fatigue. The importance, challenges, and limitations of practicing “self-care” as a commonly suggested way to prevent and manage compassion fatigue are addressed. Finally, a call is made for a paradigmatic shift aimed at protecting and uplifting teachers and students. The second part of the series continues this discussion by providing guided activities that encourage teachers to explore, practice, and reflect on personalized and practical coping strategies for emotion regulation that promote well-being and healthful longevity in the profession.

Sex differences in socioemotional behavior and changes in ventral hippocampal transcription across aging in C57Bl/6J mice

Socioemotional health is positively correlated with improved cognitive and physical aging. Despite known sex differences in socioemotional behaviors and the trajectory of aging, the interactive effects between sex and aging on socioemotional outcomes are poorly understood. We performed the most comprehensive assessment of sex differences in socioemotional behaviors in C57Bl/6J mice across aging to date. Compared to males, females exhibited decreased anxiety-like behavior and social preference but increased social recognition. With age, anxiety-like behavior, cued threat memory generalization, and social preference increased in both sexes. To investigate potential neural mechanisms underlying these behavioral changes, we analyzed transcriptional neuropathology markers in the ventral hippocampus and found age-related changes in genes related to activated microglia, angiogenesis, and cytokines. Sex differences emerged in the timing, direction, and magnitude of these changes, independent of reproductive senescence in aged females. Interestingly, female-specific upregulation of autophagy-related genes correlated with age-related behavioral changes selectively in females. These novel findings reveal critical sex differences in trajectories of ventral hippocampal aging that may contribute to sex- and age-related differences in socioemotional outcomes.

Not all fun and games: Disparities in school recess persist, and must be addressed

School recess is an evidence-backed approach to increase school-based opportunities for students to play, accrue necessary physical activity, and socialize with peers, to the benefit of their physical, academic, and socioemotional health. As such, the Centers for Disease Control recommend at least 20 min of daily recess in elementary schools. However, unequal provision of recess contributes to persistent health and academic disparities for students, which remain to be addressed. We analyzed data from the 2021–22 school year from a sample of low-income (Supplemental Nutrition Assistance Program Education-eligible) elementary schools (n = 153) across California. Just 56 % of schools reported providing more than 20 min of recess daily. Differences in daily recess provision were apparent, with students in larger and lower-income schools receiving less daily recess than students in smaller and higher income schools. These findings support the enactment of legislation mandating health-sufficient daily recess in California elementary schools. They also highlight the importance of, and need for, annually-collected data sources to enable monitoring of recess provision, and potential disparities, over time, in order to assist in identifying additional interventions to address this public health problem.

School-Based Opportunities for Adolescent Recovery (SOARing): The Acceptability and Feasibility of a DBT Skills Training Program for At-Risk Adolescents

ABSTRACT Adolescents from disadvantaged backgrounds are disproportionately at-risk for experiencing chronic stressors, which often decreases their ability to emotionally regulate and negatively impacts their psychological well-being. Effective prevention and early intervention programming that addresses emotion dysregulation is vital for improving mental health outcomes in these populations. School-based dialectical behavior therapy (DBT) offers a promising avenue for bolstering socioemotional health in at-risk students by emphasizing the development of four core skills: emotion regulation, mindfulness, interpersonal effectiveness, and distress tolerance. The purpose of this investigation is to describe the rationale for, and development of, a school-based DBT skills program for students attending a continuation high school in an underserved area, known as School-Based Opportunities for Adolescent Recovery (SOARing). Although it is not the first project to implement school-based DBT, SOARing is among the first to devise a 12-session, group intervention protocol through formative testing and evaluate its preliminary potential. Field note data from a pre-pilot trial were collected in order to determine the program’s feasibility and acceptability. Results from these field notes and student satisfaction questionnaires indicate that the intervention was positively received, with constructive feedback from the students successfully incorporated as modifications to the program. These findings have since informed the protocol refinement of a larger randomized proof-of-concept trial that will test the effectiveness of SOARing in improving psychological outcomes.

0098 Prenatal Maternal Sleep Quality Predicts Neonatal White Matter Microstructure and Infant Negative Emotionality

Abstract Introduction Poor prenatal sleep health is a pervasive reproductive health concern that informs the health of the mother and fetal development. Despite the almost ubiquitous nature of sleep disturbances across pregnancy, sleep health within pregnant populations, and its effects on the next generation, remain poorly studied. We recently showed that prenatal maternal sleep quality predicts newborn hippocampal volume. However, the relation between prenatal sleep quality and neonatal neural circuit development remains unknown. Changes in neonatal white matter microstructure presage compromised socioemotional and cognitive health, including the development of psychopathology and neurocognitive disorders, making it a plausible neurobiological pathway linking prenatal maternal sleep and offspring socioemotional health. This study first examined the relations between trajectories of prenatal maternal sleep quality and subsequent neonatal white matter integrity. We next evaluated whether neonatal white matter integrity partially mediates associations between prenatal sleep and infant negative emotionality. Methods Pregnant participants (n = 116) provided prospective and longitudinal data of prenatal maternal sleep quality at 16, 29, and 35 gestational weeks using the Pittsburgh Sleep Quality Index. Neonatal (53% female) white matter integrity was assessed via diffusion weighed images using magnetic resonance imaging (MRI). Infant negative emotionality was collected at 6 postpartum months using the Infant Behavior Questionnaire. Results Trajectories of prenatal maternal sleep quality predicted higher bilateral neonatal fractional anisotropy (FA) in the uncinate fasciculus (e.g., right: b = 0.15, p = .023). Further, higher uncinate FA predicted more infant negative emotionality (e.g., right: b = 0.25, p = .011) and uncinate FA partially mediated the association between prenatal maternal sleep and infant negative emotionality (right: indirect effect = 0.014, CI = [.0001, .0323], p < .05). Associations remained after covarying for infant postconceptional age at MRI, motion in MRI scan, sex, and income-to-needs ratio. Conclusion These findings highlight prenatal maternal sleep health as a prenatal signal with intergenerational connections to offspring neurobiology and negative emotionality, both of which have been previously implicated in the development of psychopathology. Pregnancy is a sensitive period in which interventions may inform the health of two generations. Support (if any) NIMH R01MH109662, NHLBI R01HL155744, and diversity training supplement for 1st author; F32MH125572 for 2nd author.

LIVED EXPERIENCES OF SIX EIGHT GRADER STRUGGLING READERS IN SAN FRANCISCO INTEGRATED NATIONAL HIGH SCHOOL IN THE DISTRICT OF VICTORIA

The goal of this study was to determine the needs of the students who struggle in reading based on their lived experiences. Researcher-made interview guide for conducting interviews were used in data gathering which was held from December 2022 to January 2023. The researcher derived the following significant themes: socio-emotional impact of reading difficulties, importance of support systems at home and in school, effects of reading deficiencies on academic performance, and effects of reading deficiencies on social interactions. The experiences of the participants indicated that the socio-emotional impact of reading difficulties were sadness, fear, and humiliation. They were once humiliated and laughed at when they failed to read in class. Their experiences also highlighted the importance of support systems in school and at home. Results imply that students did not have reliable support system when they were younger. Only P1 and P2 shared experiences about teachers and parents helping them. However, the fact that they were still struggling proves that such support system was not enough. Participants cannot avoid the anxiety of being called during class discussions since they are aware of their reading shortcomings. Reading difficulties inhibit the participants from reading aloud and working on assignments, particularly those requiring English. Participants emphasized assignments and activities in “English” particularly. There were two kinds of struggling readers found in this study. First, those who acknowledge their need for assistance from others. Second, those who are afraid of seeking help considering they might get humiliated. The difference in the participants perception on their social circles came from their previous experiences. Results established that the participants were aware of their reading deficiencies and of the past experiences that prevented them from successfully overcoming such. The past experiences of the participants brought fear and trauma, and these have not been resolved. The fear was caused by the teacher and classmates who reacted negatively to their inability to read. The feeling of fear remains in the participants, and they still fear to commit errors in reading and being laughed at. They need an inclusive learning environment where they will be helped instead of being humiliated. They need an intervention that would bring an increase in their level of self-esteem that has been neglected for quite some time. The study recommends that school may design a reading intervention program that does not only addresses the reading skills of the students but also their socio-emotional health.