Andreas Brouzos

Aim: The current study examined the effects of the person‐centred intervention ‘ Listen to Me, Teacher ’ on primary school teachers' self‐esteem, self‐efficacy and self‐acceptance in Greece. Grounded in Carl Rogers’ theoretical framework, the intervention aimed to enhance self‐esteem, self‐efficacy and self‐acceptance—dimensions associated with teachers’ personal growth and professional functioning. Method: A quasi‐experimental design was implemented with 281 teachers (intervention group: n = 140; control group: n = 141). The 12 experiential sessions (31 h in total) were delivered face to face during the pilot phase and online thereafter. Data were collected at three time points (pre‐, post‐ and 3‐month follow‐up) using validated self‐report instruments. Results: Mixed‐design ANOVAs revealed significant group × time interactions across all variables, with the intervention group demonstrating sustained improvements. Conclusions: The findings highlight the potential of person‐centred, experiential approaches grounded in authenticity, empathy and unconditional positive regard to develop teachers' self‐esteem, self‐efficacy and self‐acceptance, with potential implications for the development of supportive, trust‐based school environments.

The present study investigated the therapeutic factors that emerged during a group Positive Psychological Intervention (PPI) for sixth-grade students experiencing parental psychological economic hardship, aimed at enhancing their well-being, in schools in Greece. The sample consisted of 145 students ( M _age = 11.08 years, SD = 0.28). The participating students completed a self-report questionnaire at the end of each session, providing information about the therapeutic factors that arose during the intervention. The results highlighted the frequency of therapeutic factors, with self-understanding being the most frequently reported. Emotional therapeutic factors, such as acceptance, catharsis, and instillation of hope, were reported more often than cognitive or behavioral factors. These results underscore the importance of understanding therapeutic factors within group interventions and their potential to inform strategies for supporting the well-being of primary school students facing parental psychological and economic hardship. The study provides practical implications for designing interventions to address the needs of this population.

Human rights education has an encouraging effect on children's school routine. The aim of the present study was to investigate the effectiveness of a 12‐session transformative human rights education intervention in improving children's school adjustment. Participants were 340 Greek primary school students assigned to intervention group (n = 187) and control group (n = 153). All members completed a written questionnaire 1 week before the implementation of the intervention, measuring their knowledge of human rights, school engagement, perceptions of the school environment, interpersonal relationships, empathy and perceptions, attitudes and feelings towards school. The completion process of the same questionnaire was repeated 1 week after the termination of the intervention and 4 months later. The results showed that the intervention was particularly beneficial as the intervention group members demonstrated a significant increase in their knowledge of human rights, school engagement, perceptions of the school environment, empathy and school liking, while experiencing a significant decrease in school avoidance and loneliness. Members of the control group did not report any significant improvement over time. The study's implications for future research on school‐based human rights interventions are discussed.

Human rights education at school has a positive social and educational impact on children. The aim of the present study was to evaluate the effectiveness of a 12-week pilot human rights education programme. Participants were Greek primary school students (n = 152) divided into intervention (n = 91) and control (n = 61) groups. One week before the implementation of the programme and one week after its termination all study participants completed a written questionnaire regarding their knowledge of rights, school engagement, perceptions of the school environment characteristics, interpersonal relationships, empathy, school liking, school avoidance and loneliness. Members of the intervention group repeated the completion process two months later. The results showed that the intervention significantly improved the participants’ knowledge of rights, attentiveness, sense of school belonging, perceptions of student-centered learning process, emotional support, and school liking, while school avoidance and loneliness were significantly reduced. The study’s implications are discussed.