Lily Verity

Introduction The high prevalence of loneliness in young people, aged 10–24 years, is increasingly recognised as an urgent global health concern. The experience of loneliness is linked to a wide range of adverse physical and mental health outcomes. A lack of loneliness scales that can accurately capture the authentic experiences of young people has hampered progress in our understanding of the aetiology and sequelae of youth loneliness, as well as the development of preventative policies and interventions. Here, we provide a protocol for developing and validating an age-sensitive loneliness scale for young people aged 10–24 years: the Youth Loneliness Scale (YLS). The scale is designed to measure loneliness in the general population of young people in the UK. Methods and analysis The scale is coproduced with young people from design to dissemination. The scale development process follows a three-phased, multistep approach that includes item development, scale construction and scale evaluation. Item development is achieved via deductive (literature review) and inductive methods (arts workshops and focus groups), as well as a Delphi survey of experts (by profession and experience) for initial refinement. The scale is then constructed via pretesting items in cognitive interviews with young people, and exploratory testing for preliminary evaluation and refinement. Finally, the scale is administered in confirmatory testing, where a full psychometric evaluation is provided. Ethics and dissemination The project was approved by the Queen Mary University of London Research Ethics Committee (Reference: 2024-0231-341) as the lead site and subsequently endorsed by the University of Manchester Research Ethics Committee. The YLS scale and results of its psychometric evaluation will be published open-access. The protocol provided here will allow researchers to evaluate the final scale generated against the plans set out. We also encourage the use and adaptation of the protocol to develop age-sensitive loneliness scales for other populations.

Although social and emotional learning (SEL) benefits children and youth worldwide, classifying a program as SEL is insufficient to capture its variability of content. There is currently little to aid in identifying specific program content so that foci may be identified (e.g., self-management skills vs. social skills). This gap poses a difficulty for researchers attempting to address heterogeneity in SEL research and practitioners who want to select programs best suited for their contexts. This paper begins to address these concerns by extracting and contrasting ‘core components’ of interventions within an identified shortlist of 13 universal, elementary evidence-based programs through a distillation method using the often cited ‘five core competency’ model from CASEL (Collaborative for Academic, Social, and Emotional Learning). Results showed that CASEL’s core competencies are represented across short-listed programs. However, almost all programs had identifiable foci, targeting a subset of skills. Accordingly, the use of ‘core components’ is recommended as a method for offering more nuance in SEL classification for programs beyond the current study, with implications for program implementation and the design of future research in SEL evaluation.

There is limited qualitative research on the experience of loneliness in adolescence, meaning key facets of the loneliness experience that are important in adolescence may have been overlooked. The current study addresses that gap in the literature and explores how loneliness is experienced in the context of adolescence from the perspective of adolescents. About 67 online counseling conversations between Childline counselors and adolescents (ages 12–18 years; 70% females) who had contacted Childline to talk about loneliness were analyzed using Thematic Framework Analysis to establish commonalities and salient issues involved in adolescent experiences of loneliness. Young people considered loneliness to be an intense experience that negatively impacted their daily lives. Experiences of loneliness revolved around difficulties with peer relationships, but turmoil at home worsened those experiences. Young people often employed short-term coping strategies that distracted them from loneliness. Issues with trusting others and self-worth acted as barriers to seeking long-term help. Recommendations include (1) the training of teachers and parents to recognize and support young people experiencing loneliness and (2) further research to establish the coping strategies that are used by adolescents who successfully overcome loneliness.

Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the identification of “core components”. Both instructional (“how” SEL is taught) and practice-based (“what” SEL is taught) elements were examined across 13 elementary level evidence-based programmes through a method of distillation of skills and practices. Findings showed a discrepancy between theorized SEL and identified components, consistent with emergent literature. Further, the study is the first to cross-examine practice and instruction elements, linking prevalent pedagogical approaches to specific SEL skills. The implications for core components as an approach are discussed in respect to a refinement of theory, considerations for teaching practices, and recommendations for the design of future research in SEL evaluation. Impact Statement This paper is an early step in addressing what “key ingredients” may underpin effective SEL provision in respect to the “what” and “how” of content and its associated pedagogy. In doing so, the paper highlights some novel findings, including the extent to which specific competencies are typically presented in SEL programming in comparison to theory, and what instructional practices are related to specific competencies in practice. This has implications for the specificity of programme design and flexibility in delivery, alongside important enhancements to SEL theory and research, maximising the benefit of SEL.

Background: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classification and corresponding critique of evidence. Aims: The study sought to examine a‐priori concerns regarding (1) variation in the rigour and quality of the meta‐analytic and systematic evidence base, (2) comparatively less conclusive evidence for whole school approaches when compared to class‐based curricula, and (3) an assumed universality of effect (i.e., lack of examination of any differential gains for sub‐groups). Method and results: A systematic search of the systematic and meta‐analytic literature identified a total of 33 reviews examining SEL interventions. Papers were subject to a quality assessment in order to examine methodological rigour and were collated in line with the study’s objectives. Conclusions: We maintain the prevailing consensus that SEL programmes have an important role in education. However, variation in evidence quality remains high and there appear ambiguities regarding what constitutes whole school approaches. The review also highlights a novel and concerning lack of data for differentiating any subgroup effects. The review concludes with recommended novel directions for future research, including adoption of more complex trial architecture in evaluation alongside a move towards a wider plurality in methodological approach.

Background: loneliness is a common experience for adolescents, yet the voices of adolescents are missing from current conceptualisations of loneliness. That means, measures that have been created based on current conceptualisations may miss important contexts of adolescence, such as the roles of friendships, that determine the way loneliness is experienced. The current study aims to centre adolescent voices to identify how they conceptualise loneliness and what strategies they consider to be useful for adolescents to cope with loneliness. Method: thematic framework analysis (TFA) was conducted on qualitative interviews with young people aged 8–14 years in Belgium and Italy to identify salient themes in their conceptualisations of loneliness. Results: Loneliness was conceptualised as a negative emotional state involving negative thinking patterns that occurs when an individual perceives they are missing out on a desired aspect in their social relationships. Coping strategies related to alleviating negative affect, and aiding social reconnection. Conclusions: friendships with peers were understood to be central to adolescent loneliness experiences. In line with that, loneliness was seen to be experienced at school. Age-related differences in friendship expectations were identified, highlighting how developmental needs relate to the loneliness experience.