@Article{ijmhp.2026.078092,
AUTHOR = {Pablo Luna, Lidia Losada, Débora Rodrigo-Ruiz, Alba Rodríguez-Donaire, Javier Cejudo},
TITLE = {Positive Youth Development: Impact of a Sports Education Program on Ethnic Minority Students within an Academic Environment of Socio-Educational Exclusion},
JOURNAL = {International Journal of Mental Health Promotion},
VOLUME = {28},
YEAR = {2026},
NUMBER = {4},
PAGES = {--},
URL = {http://www.techscience.com/IJMHP/v28n4/67195},
ISSN = {2049-8543},
ABSTRACT = {<b>Objectives:</b> There is a growing global concern regarding mental health and well-being in educational settings, especially in contexts of socio-educational exclusion. Active educational interventions offer an effective approach to enhance students’ mental health and personal and social well-being. This study aimed to evaluate the effects of a psychosocial intervention program based on the Sports Education model (SEM) on subjective well-being (positive and negative affect) and externalizing problems (aggressiveness, hyperactivity, and behavioral problems) in youth students from a highly vulnerable socio-cultural community belonging to an ethnic minority with significant socio-educational support needs associated with socio-educational exclusion. <b>Methods:</b> The intervention took place during school hours, consisting of 17 sessions of 45 min each, at a publicly owned school serving disadvantaged communities. The ethnic minority sample, comprising all preadolescent students, consisted of 28 participants (13 males and 15 females) aged 10 to 15 (Mean = 10.19; SD = 1.39), all of whom were part of the experimental group. The present study employed a single-group pre-test/post-test design due to the unique conditions of the school. <b>Results:</b> Subjective well-being was assessed using the PANAS Positive and Negative Affect Scale for Children and Adolescents (PANASN), while the teacher version of the Behavior Assessment System for Children (BASC-2; TRS) was employed to evaluate externalizing problems. The results suggested significant improvements in subjective well-being, with a significant increase in positive affect (<i>d</i> = 0.80) and a significant decrease in negative affect (<i>d</i> = 1.14), both exhibiting large effect sizes. Similarly, aggressiveness (<i>d</i> = 0.62) and behavioral problems (<i>d</i> = 0.79) showed significant reductions, both reflecting medium effect sizes. <b>Conclusions:</b> These findings suggest the suitability and effectiveness of this Sports Education program for promoting socio-affective improvements in students from socio-culturally disadvantaged backgrounds and academic environments. SEM-based programs are recommended, as they support mental health and social well-being, offer evidence-based benefits for teachers, and foster holistic student development.},
DOI = {10.32604/ijmhp.2026.078092}
}