O-24 The Saving Brains Grenada Conscious Discipline Intervention Study: Self-Regulation, Resilience and Mental Health
Author(s):
J Noel, L Mohammed, R Evans, T Murray, R Isaac, C Roberts, R Waechter, B Landon
Year of Presentation:
2025
Objective: To promote resilience in children, the Saving
Brains Grenada (SBG) Conscious Discipline (CD) Intervention study trained pre-primary and primary school teachers across the island. This study assessed the impact of the
SBG CD intervention which aimed to empower teachers
with skills that emphasize safety, social-emotional connection, and self-regulation.
Methods: Schools were recruited from the existing SBG network. Data were collected on 25 teachers pre-intervention and 19 post-intervention. T-tests and correlation analyses were conducted to compare the pre-and post-intervention scores from the Impact Subscale of the Conscious Discipline Fidelity, the Neuroception of Safety Scale-Generic Version (NPSS-G) Social Engagement subscale, the Brief HEXACO Inventory (BHI), and the Patient Health Questionnaire (PHQ-9).
Results: The total post-intervention CD impact scores across 5 items (score range 5 - 25) increased significantly from pre-intervention (M=15.25) to post-intervention (M=21.95) t=-12.01, p<.001. The personality factor of Extraversion was associated with the post-intervention total SBG CD impact score as indicated by a significant correlation between the variables (R=.489, p=.033). The post-intervention NPSS Social Engagement subscale score correlated significantly with the perceived impact of the intervention training (R=.470, p=.043). Greater social engagement was associated with lower depression as measured by the PHQ total score (R=-.468, p=.043). There was a significant negative correlation between depression and Conscientiousness (R= –.593, p=.007).
Conclusion: The results support the continuation of the SBG CD intervention to promote safety, emotional connection, and self-regulation in classrooms.