BACKGROUND: Separation anxiety disorder (SAD) is a common childhood condition characterised by excessive distress related to separation from attachment figures, often leading to social, emotional, and academic difficulties. If untreated, SAD can increase the risk of future psychopathology, highlighting the importance of effective interventions. AIM: This scoping review systematically maps and analyzes the current evidence on intervention strategies to reduce separation anxiety and promote emotional and social well-being in children. METHOD: Following Arksey and O'Malley's framework and PRISMA-ScR guidelines, a comprehensive search was conducted across multiple databases (PubMed, PsycINFO, Scopus, etc.) for studies published from 2005 to 2025. Inclusion criteria focused on original peer-reviewed research evaluating therapeutic, parental, or educational interventions targeting separation anxiety in children. RESULT: Eight studies from diverse settings demonstrated that interventions such as child-centred group play therapy, attachment-based play, art therapy, storytelling, laughter yoga, and schedule-based paradoxical therapy effectively reduced separation anxiety symptoms. These approaches also improved social-emotional skills, resilience, and parent-child relationships. Combining therapies and involving parents enhanced outcomes, while the importance of school transition strategies was highlighted. DISCUSSION: Findings suggest that multimodal, relationship-focused interventions are most effective in alleviating separation anxiety and fostering broader emotional development. Incorporating expressive activities and strengthening attachment bonds are crucial, and tailored, culturally sensitive approaches are recommended. CONCLUSION: A comprehensive, developmentally sensitive framework integrating therapeutic, familial, and educational strategies holds promise for effective management of childhood separation anxiety. Further research with larger, diverse samples is needed to confirm long-term benefits.
Qutishat et al. (Fri,) studied this question.