School-based social work interventions for students with behavioural challenges and academic performance issues

Abstract

The aim of this study was to evaluate the effectiveness of comprehensive school-based social interventions in improving pupils’ behaviour, social adaptation, and academic performance. The methodology included a case study of international documents and an empirical study involving 68 pupils, conducted between October 2023 and May 2024 at Ismail Qemali Secondary School in Tirana. Participants received individual counselling, group training, mentoring, and supplementary lessons to assess changes in socio-behavioural and academic indicators. Individual counselling reduced emotional difficulties and aggressive behaviour by 2.4-2.5 points, according to the study. Group social skills training improved communication and cooperation by 5.8-6.0 points. Supplementary academic lessons increased pupils’ average grades by 1.7-1.8 points. Statistical p-value indicators, ranging from 0.0004 to 0.0023 for emotional state and from 0.0005 to 0.0016 for social skills, confirmed the reliability of all recorded changes in pupils’ behavioural and social indicators.