Digital Social and Emotional Literacy Intervention for Vulnerable Children in Brazil: Participants’ Experiences

Social emotional literacy (SEL) interventions are widely implemented through schools, with growing evidence for a range of positive child outcomes. Increasingly, such delivered on online platforms. To date, there is limited about digital SEL in low- and middle-income countries (LMIC). The aim this study was to explore the perceptions experiences children, parents facilitator potential value addressing via tailored intervention. intervention designed help Brazil, cope during first COVID-19 pandemic lockdown. platform groups three children 45 min per week nine. Thirteen nine facilitators were interviewed following completion data analysed codebook thematic approach, which led themes: empowerment, participatory aspects adaptation. Overall, children’s development reported be supported pandemic, by application new skills outside sessions. Children number empowering factors as being heard belonging. A useful tools identified including storytelling, games, drawings videos. Blended involving both face-to-face web-based facilitation could developed within tiered model universal mental health promotion targeted prevention. Access platforms would increase reach large numbers LMIC, especially contexts disadvantage.