This research programme focuses on the school as a social context for development. Drawing on developmental psychology and developmental psychopathology, we examine how students and their school environment influence one another. We seek to understand what promotes positive development and well-being, how behavioural and emotional problems emerge and persist, and how these problems can be prevented or reduced. The programme comprises two closely connected research strands.

Social-emotional development and prevention – Marieke Buil

This strand brings together research on social-emotional learning and developmental psychopathology. We focus on the interplay between the individual characteristics of children and young people, such as temperament and self-regulation, and their relationships with teachers and peers. How do students and their social environment influence one another over the course of development? When do risks reinforce one another, and when do positive relationships and a supportive classroom climate offer protection?

We combine longitudinal studies, in which we follow children and young people over extended periods, with the development and evaluation of school-based interventions. We investigate how strengthening social-emotional skills and improving relationships and classroom climate can contribute to positive development and to the prevention and reduction of behavioural and emotional problems. We ask not only whether an approach works, but also for whom, under what circumstances, and through which mechanisms. For example, what role do changes in social-emotional skills or in relationships with teachers play?

Social relationships and classroom group dynamics – Fanny de Swart

This strand focuses on social relationships and classroom group dynamics in both primary and secondary education. We investigate how positive relationships between students contribute to their well-being and development. We also examine how teachers can foster positive peer relationships and group dynamics through their relationships with students and their classroom activities. In addition, we explore how group processes develop from the start of the school year, with particular attention to the first weeks, known as the ‘golden weeks’.

We combine qualitative and quantitative research methods, including participatory research with young people and education professionals. Using intensive longitudinal measurements, we track changes and fluctuations in social relationships and group dynamics. Through national and international collaborations, we bring together the expertise of researchers, education professionals and young people. In doing so, we generate knowledge that informs both theoretical models of social relationships and group dynamics and practical guidelines, tools and approaches for schools.

From research insights to educational practice

The two strands connect knowledge of individual developmental processes with knowledge of social relationships and classroom group dynamics. Together with schools, education professionals, students and researchers in the Netherlands and abroad, we translate these insights into interventions, tools and practical guidance for education. We aim to help create school environments that foster social-emotional learning, positive relationships and positive group dynamics. Through this work, we support the development and well-being of children and young people and contribute to the prevention and reduction of behavioural and emotional problems.

STAFF MEMBERS

• Dr. Marieke Buil, Assistant Professor
• Dr. Fanny de Swart, Assistant Professor
• Dr. Nil Horoz, Postdoctoral Researcher
• Dr. Scarlett Slagter, Postdoctoral Researcher
• Iris Siemons, External PhD Student
• MoPriya Somai, PhD Student
• Sabrine Jabroun, PhD Student
• Steffie van der Mey-Baijens, External PhD Student