A robot-delivered training program to improve children's mental health and resilience: a pilot in Dutch primary schools (Preprint)

BACKGROUND Mental health problems often start at an early age, often extending into adulthood, which can lead to physical and mental problems such as substance abuse, sleep problems, depressive disorders and suicidal tendencies. Therefore, it is important to invest in the mental health of young people through, for example, initiatives focused on mental health promotion and prevention. The ePartners robot buddy offers children training modules focused on enhancing resilience and mental health, more specifically targeting self-image, social skills and/or addressing unhelpful feelings and thinking patterns in their daily life situations. OBJECTIVE The study primarily aims to assess the feasibility, acceptability, and usability of the intervention according to the children and their teachers, and secondarily to evaluate its potential effects on the mental well-being (general mental well-being, quality of life (QoL) and self-efficacy) of children. METHODS A single-arm, pre-post pilot intervention study with a duration of 6 weeks was conducted in three primary schools, involving children and their teachers. Primary outcomes were assessed post-intervention and secondary outcomes were assessed at baseline and post-intervention using questionnaires. RESULTS In general, data show that the intervention was generally perceived as moderately feasible and acceptable according to both teachers (n=7) and children (n=74), although several challenges were identified with the implementation and integration of the intervention into the school setting. Teacher-reported quality of life of children improved significantly from baseline (M= 36.0, SD=4.6) to post-intervention (M=37.2, SD=3.8, t(64)=2.77; p= .01), however, the children’s self-reported QoL did not significantly change over time. No significant changes in general mental well-being and self-efficacy scores were found. CONCLUSIONS This study provides valuable insights into the feasibility, acceptability, and usability of a robot-delivered mental health-promoting intervention within a primary school setting. Further research is needed to fully understand its potential benefits and address existing limitations in terms of the implementation of such interventions in the school setting.