Self-Care Program as a Tool for Alleviating Anxiety and Loneliness and Promoting Satisfaction With Life in High School Students and Staff: Randomized Survey Study

Main Goal and Fundamental Concept:

The primary objective of this study was to assess the effectiveness of a web-based self-care program in reducing anxiety and loneliness while enhancing life satisfaction among high school students and staff. The core hypothesis posited that structured self-care practices could serve as a noninvasive intervention to improve mental well-being in educational settings, especially in the context of challenges posed by the COVID-19 pandemic.

Technical Approach:

The researchers conducted a randomized, waitlist-controlled trial involving 203 participants (students and staff) from three schools. Participants were divided into two groups: one received the Heartfulness self-care program immediately, while the control group was waitlisted. The 4-week online program focused on developing social-emotional skills through activities like stress management, self-observation, reflection, positivity, time management, and goal setting. Assessments were conducted at baseline, week 4, and week 8 using standardized tools: the Generalized Anxiety Disorder-7 Scale (GAD-7), the Satisfaction With Life Scale (SWLS), and the UCLA Loneliness Scale. Data were analyzed using repeated measures ANOVA to evaluate changes over time and between groups.

Distinctive Features:

This study is notable for its global scope and the inclusion of both students and staff, providing a comprehensive view of the program's impact within school communities. The integration of a structured, web-based self-care program tailored for educational settings distinguishes it from other interventions. Additionally, the use of a randomized, waitlist-controlled design enhances the rigor and credibility of the findings.

Experimental Setup and Results:

Participants were randomly assigned to either the immediate intervention group or the waitlist control group. Surveys measuring anxiety, loneliness, and life satisfaction were administered at three time points: baseline (week 0), post-intervention (week 4), and follow-up (week 8). The intervention group exhibited significant improvements across all measured outcomes compared to the control group. Specifically, there was a notable decrease in anxiety and loneliness scores and an increase in life satisfaction scores (P<.05). These positive effects were consistent across all participating schools and among both students and staff.

Advantages and Limitations:

Advantages:

• Demonstrated efficacy of a noninvasive, scalable, and easily accessible intervention.
• Applicability across diverse educational settings and populations.
• Use of validated measurement tools and a robust experimental design.

Limitations:

• Reliance on self-reported data, which may be subject to bias.
• Short duration of the intervention and follow-up period, limiting insights into long-term effects.
• Potential variability in participant engagement with the online program.

Conclusion:

The study provides compelling evidence supporting the use of structured, web-based self-care programs to enhance mental well-being in school environments. By effectively reducing anxiety and loneliness and promoting life satisfaction, such interventions can play a vital role in addressing the psychological challenges faced by students and staff, particularly during and after global crises like the COVID-19 pandemic. Future research should explore the long-term sustainability of these benefits and the program's adaptability to different cultural and institutional contexts.