Peer-reviewed article
Social and emotional skills of students at Child Protection and Welfare Bureau Gujranwala, Pakistan.
Nayab S, Sarwar M, Hisham-Ul-Hassan K, Hassan MU, Abdul Aziz A ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined social and emotional skills of 105 students at a child protection institution in Gujranwala, Pakistan, comparing those with shorter and longer stays. Researchers used interviews with 7 teachers and surveys with students to assess skills like self-regulation, empathy, and social interactions. The findings show that students who stayed longer at the institution developed stronger social and emotional competencies, suggesting the protective environment supports children's development.
Key points
- Extended institutional stay was associated with higher levels of social and emotional competencies
- Longer duration of stay correlated significantly with improved self-regulation, empathy, and positive social interactions
- Progress was noted in skills such as sharing, self-expression, and relationship-building
- Personal backgrounds of students influenced their adaptation to the institution
- The Child Protection and Welfare Bureau provides structured support that fosters social and emotional growth
Limitations
The study is descriptive and observational without a comparison group of children outside the institution, so it cannot establish whether the observed skills development is due to the institutional intervention or other factors. The cross-sectional design cannot determine causation or track individual children's progress over time.
Abstract
Background This study analyzes the social and emotional skills of students at the Child Protection and Welfare Bureau, Gujranwala (CP&WB). The CP&WB in Gujranwala, Pakistan, is an important organization that safeguards children's rights and well-being in precarious circumstances. The development of children's social and emotional skills in protective institutions such as CP&WB Gujranwala is crucial, as these have a direct impact on their overall growth, well-being, and learning outcomes. Objectives This study aimed to (a) analyze the levels of social and emotional skills among the students enrolled at CP&WB Gujranwala, (b) examine the difference in social and emotional skills levels between students with shorter institutional stay (less than six months) and those with longer institutional stay (six months and more) at CP&WB Gujranwala, and (c) investigate the relationship between institutional stay duration and students' social and emotional skills at CP&WB Gujranwala. Methodology The research adopts a sequential exploratory mixed-method design, combining in-depth interviews with teachers using a semi-structured interview guide and a structured quantitative survey of students with an adapted social-emotional tool. This study encompasses all (7) teachers and (105) students as a universal sample. Validity and reliability were assessed. Thematic analysis for the qualitative part and descriptive (mean, SD, frequency) and inferential statistical (t-test, Pearson correlation) analyses were conducted for the quantitative part of the study. Results Findings indicate that an extended institutional stay is associated with higher levels of students' social and emotional competencies, with significant correlations linking longer durations to improved self-regulation, empathy, and positive social interactions. Quantitative analysis highlighted notable progress in skills such as sharing, self-expression, and relationship-building, while thematic analysis of teacher interviews revealed variations in students' adaptation, highlighting personal backgrounds as influencing factors. Conclusion The study's results underscore the CP&WB's role in fostering social and emotional growth through structured support. Statistical analyses revealed highly significant associations between longer institutional stay duration and social and emotional skills. This research contributes original insights into the effectiveness of institutional interventions for marginalized youth, suggesting that prolonged, supportive stays enhance students' social and emotional well-being.