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Targeting coping strategies, emotion regulation, and self‐esteem in children with dyslexia to support mental health: A randomized‐controlled trial of Clever Kids

Year: 2026

Type: article

Study designs: Randomized Controlled Trial, Clinical Trial

Abstract: BACKGROUND: Children with dyslexia are at elevated risk of mental health difficulties, both internalizing (emotional) and externalizing (behavioural) problems. Clever Kids is a nine-week socio-emotional well-being programme developed specifically to support upper primary school children with dyslexia. AIMS: We conducted a pre-registered randomized-controlled trial to test the efficacy of Clever Kids. METHOD: = 10.19 years, 54% female) with clinically diagnosed dyslexia took part in the trial. Children were randomized to either attend Clever Kids (n = 38) or to a wait-list control condition (n = 40). Coping skills, emotion regulation, self-esteem, perseverance, assertiveness, as well as mental health (internalizing and externalizing symptoms) were measured at pre-programme, post-programme and at three-month follow-up using well-validated measures. RESULTS: The predicted interactions between intervention condition and time were significant for six outcomes. Attending Clever Kids was associated with significant improvements in child-reported coping, emotion regulation, academic and social self-esteem, as well as parent-reported anxiety and depression. Effects were all maintained at three-month follow-up. Unexpectedly, being assigned to the wait-list condition was associated with improvements in perseverance at follow-up assessment. For all other outcomes, interactions between intervention condition and time were non-significant. CONCLUSION: Clever Kids appears to be a promising programme for supporting socio-emotional well-being of children with dyslexia. Future research should consider incorporating caregivers more explicitly into the programme and alternative delivery modes, which could expand the reach of the programme.

Source: British Journal of Educational Psychology

DOI: 10.1111/bjep.70122

Authors: Mark Boyes, Kirsten Melville, Mandy Nayton, Hannah Pizzey, Suze Leitão

Institution: Curtin University

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: hybrid

Estimated APC paid: $3,760