Evaluating the Efficacy of Role Play Intervention in Mitigating the Effects of COVID-19 and Facilitating Academic Achievement in Children with Mild Psychological Issues

Abstract

The COVID-19 pandemic has disrupted global education, impacting students' psychological health and academic performance. This study examines role play therapy's effectiveness in improving the psychological health and academic performance of 8-11-year-old 3rd-grade children affected by pandemic-related disruptions. A quasi-experimental design with a sample size of 12 participants was used, employing assessment tools such as the Strength and Difficulty Questionnaire (SDQ), Child Outcome Rating Scale (CORS), and Health Questionnaire (HQ) for evaluations before and after the intervention. The research aims to provide evidence-based insights into role play therapy as an intervention strategy in educational settings, addressing the pandemic's impact on children's development and guiding educators, mental health professionals, and policymakers. The study emphasizes the importance of supporting children facing adversity and considering psychological issues and academic performance together. The findings show that role play therapy effectively reduces mild psychological issues in children affected by the COVID-19 pandemic, highlighting the value of a holistic approach in post-pandemic recovery. Future research should involve larger and more diverse participant groups, establish supportive school management systems.