Abstract

Background: Students with specific learning disorders (SLD) are at heightened risk for psychological distress and emotional–behavioural dysregulation. Evidence for targeted social–emotional learning (SEL) interventions in low-resource African settings like Nigeria is scarce.
Objectives: This study evaluated the effects of a structured SEL intervention on psychological distress and emotional–behavioural dysregulation among Nigerian students with SLD attending special needs schools in Kaduna State.
Method: A non-randomised quasi-experimental pre-test–post-test design with a non-equivalent control group was employed. A total of 250 students (mean age = 12.5 years, SD = 2.1) from four government-approved special needs schools in Kaduna, Northwest Nigeria, were allocated to either an 8-week SEL intervention group (n = 125) or a wait-list control group (n = 125). Outcomes were assessed using the Kessler Psychological Distress Scale (K10) and the Strengths and Difficulties Questionnaire (SDQ) – Teacher Version. Data were analysed using descriptive statistics, chi-square, independent t-tests, Analysis of Covariance (ANCOVA), and multilevel modelling as a sensitivity analysis.
Results: Post-intervention, the SEL group showed statistically significant reductions in mean psychological distress (adjusted mean difference = -8.4, 95% CI [-9.7, -7.1], p < .001, ηp² = .42) and emotional–behavioural dysregulation scores (adjusted mean difference = -5.2, 95% CI [-6.1, -4.3], p < .001, ηp² = .38) compared to the control group. Multilevel modelling sensitivity analyses confirmed these findings.
Conclusion: A structured SEL intervention shows promise in significantly reducing psychological distress and emotional–behavioural dysregulation among students with SLD in this Nigerian context. Integration of SEL into special education curricula warrants consideration. However, the quasi-experimental design limits causal inference, and the durability of effects remains unknown. Randomised controlled trials with extended follow-up are needed.

Key words: Emotional Dysregulation, Psychological Distress, Quasi-Experimental, Social–Emotional Learning, Specific Learning Disorder