Peer-reviewed article
Psychosocial effects of intergenerational learning on primary school children and older Adults: A systematic review
Evangelia Tsiloni, Elena Dragioti, M. Gouva, Stephanos Ph. Vassilopoulos, Manolis Nikolaos Mentis ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This systematic review examined how intergenerational learning—where school-age children and older adults engage together in meaningful activities—affects their psychosocial well-being. The researchers searched three databases for studies published up to July 2022 and analyzed 17 eligible studies using quality assessment tools. Most studies reported improvements in children's and older adults' attitudes, well-being, happiness, and social and psychological outcomes, though the review notes methodological limitations in the underlying research.
Key points
- Seventeen studies met inclusion criteria for examining psychosocial effects of intergenerational learning on primary school children and older adults
- The majority of included studies highlighted improvements in attitudes, well-being, and happiness for both groups
- Participants engaged in meaningful and mutually beneficial activities aimed at developing knowledge, skills, and values
- The Mixed Methods Appraisal Tool was used to assess study quality, revealing methodological flaws
- Both quantitative and qualitative data were included in the systematic review
Limitations
The review does not provide specific effect sizes or detailed findings from individual studies. The statement that 'methodological flaws are discussed' suggests the evidence base may be weak, but the document does not elaborate on what these flaws were or how they limit confidence in the positive findings.
Abstract
In recent years there has been increasing emphasis on the importance of intergenerational learning and interaction. People of different ages engage in meaningful and mutually beneficial activities, aimed at developing knowledge, skills, and values. The aim of this systematic review was to examine the psychosocial effects of intergenerational learning in school-age children and older adults. A systematic review of both quantitative and qualitative data was performed according to the PRISMA guidelines. PubMed, Scopus, and ERIC electronic databases were searched up to 26 July 2022 using the following Population (P) -Exposure (E) - Outcome (O) elements: school-age children and older adults (P), intergenerational learning (E), and psychosocial effects (O). Reference lists of included datasets and relevant review articles were also extensively searched. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of eligible studies. A narrative synthesis was used as a framework for data analysis. Seventeen studies met the inclusion criteria. Regarding the psychosocial outcomes of participation in intergenerational activities for children and older adults, the majority of studies highlighted improvements in attitudes, well-being, happiness, and other social and psychological aspects, although methodological flaws are discussed.