# Effects of a Video-Guided Active Break Programme on the Self-Esteem and Socio-Emotional Well-Being of Schoolchildren with Special Educational Needs: Active Classes Project

## TL;DR

A video-guided active break program improved self-esteem in schoolchildren with special educational needs, but had no significant effect on socio-emotional well-being.

## Contribution

This study provides evidence that school-based active break programs can enhance self-esteem in children with special educational needs.

## Key findings

- A significant improvement in self-esteem was observed in students with special educational needs following a 12-week active break program.
- No statistically significant effects were found for socio-emotional well-being in the same group.
- Future research is needed to evaluate the long-term stability and optimal duration of such interventions.

## Abstract

Serving students with special educational needs (SENs) involves recognising that their learning is closely linked to their emotional needs. Self-esteem and socio-emotional well-being play a key role in their motivation and adaptation to school. In this context, physical activity-based interventions at school emerge as a possible way to strengthen their self-esteem and socio-emotional well-being. The aim of this study was to analyse the effects of a web-based active break programme on self-esteem in students aged 6 to 10 years with SENs and on socio-emotional well-being in the subgroup of first–second-grade students. A pre-specified sub-analysis was conducted of a multicentre randomised controlled trial with a sample of 161 students with special educational needs (7.8 ± 1.1 years, 32% girls), divided into a control group (85 students) and an experimental group (76 students). A programme of video-guided active breaks was implemented in the classroom, applied twice a day, five days a week for 12 weeks, via a web platform. Self-esteem was assessed using the School Self-Esteem Test (SSET), and socio-emotional well-being was assessed using the Self-Report of Socio-Emotional Well-Being (SRSEWB). A significant Time × Group interaction was observed for self-esteem, F(1, 157) = 5.43, p = 0.021, η2p = 0.033, but no statistically significant effects were detected for socio-emotional well-being. These findings suggest that active break interventions may help strengthen self-esteem in students with SENs. Future research should examine the temporal stability of these improvements, determine the optimal intervention duration required to generate sustained changes, and evaluate longer-term socio-emotional outcomes.