ArticleChildren (Basel, Switzerland)2025
From "Me" to "We": An Intervention Program to Increase Children's Acceptance in Classrooms.
Article in Children (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Peer Rejection and Group Autonomy in the Latency Stage: A Qualitative Analysis of Children's Voices in the Classroom Context.Children (Basel, Switzerland) · 2026Article
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Authors and funding
3 authors.
Funding
Abstract
backgroundThe elementary school years are a critical period for children's social development, during which interactions with peers play a central role. While previous research highlights the importance of integration into the peer group, this study investigated the From "Me" to "We" school-based intervention, designed to enhance peer acceptance by encouraging children to move from an individualistic "Me" perspective toward a more group-oriented "We" mindset.
methodsParticipants were 594 fourth- and fifth-graders (
resultsAnalyses revealed a significant interaction between the intervention and children's acceptance within the group, such that among the intervention group, children's social status significantly increased, whereas the control group showed no significant change.
conclusionsThe From "Me" to "We" intervention led to a small but statistically significant increase in children's peer acceptance. While these findings highlight the potential of group-oriented approaches to support social development in elementary school, future research is needed to examine the long-term effects and generalizability of the intervention across diverse classroom and cultural contexts.
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