Protective factors of social-emotional well-being in preschool-aged children: a comparative descriptive study

Background Internationally, school-based psychosocial services are increasingly integrated into primary education. However, in South Africa, such services remain in the planning phase and largely exclude preschoolers, for whom clear service pathways and universally accessible mental health services are absent. Given that early social-emotional competence underpins later learning, understanding these needs is vital. This study offers an initial empirical contribution towards identifying preschool children’s social-emotional well-being needs, which may inform programme developers and policymakers in designing targeted mental health services. The study explored this need by comparing protective factors of social-emotional well-being (initiative, self-regulation, and attachment/relationship) with preschoolers’ demographics. Methods A quantitative comparative descriptive design was used to collect data from a convenience sample of middle-class parents of children aged 3–5 years ( n = 150) in 2023, shortly after COVID-19. The Devereux Early Childhood Assessment for Preschoolers (DECA-P2) behavioural rating scale was reportedly used for the first time in a South African context. Descriptive statistics, independent t-test, and one-way analysis of variance (ANOVA) were conducted using SPSS 29.0. Results The mean of protective factors (3.79) and subscales, ‘initiative’ (3.81) and ‘self-regulation’ (3.44), fell within the ‘typical’ range, indicating normative functioning without pronounced strengths or deficits. The mean score of ‘behavioural concerns’ (2.08) was also ‘typical’. However, ‘attachment/relationship’ (4.13) emerged as an ‘area of concern’, indicating that children with lower scores may benefit from additional support to strengthen their social-emotional connections. Conclusion While preschoolers from stable, middle-class families typically demonstrated resilience across protective factors, ‘attachment/relationship’ emerged as a domain where additional support could promote stronger socio-emotional well-being. Upcoming programmes should foster stronger ‘attachment/relationship’, enhance parental support, and ensure access to structured services tailored to pre-school-aged children in South Africa. This study underscores the importance of accessible mental health services tailored for preschoolers in South Africa. It provides a starting point for understanding the social-emotional needs of preschoolers in middle-class contexts within the North West province. It informs strength-based interventions that build on resilience while addressing areas for support. The research may inform promotive programme design and support evidence-based early childhood policies.