The Effect of the Nurse-Led ROOTS Program and Softskills Training on Emotional Regulation to Prevent Bullying in High School Students in Bandung City

Nurse-Led ROOTS and Soft Skills Training for Emotional Regulation

Abstract

Objective: This study aims to determine the effect of the Nurse-Led ROOTS Program combined with Soft Skills Training on improving emotional regulation of high school students in Bandung City.

Method: The study used a quasi-experimental design with a pretest–posttest control group design. A total of 100 students aged 13–18 years participated (intervention group n=50; control group n=50) from High Schools Students in Bandung, selected by purposive sampling. The intervention was implemented for 8 weeks with 60–90-minute face-to-face sessions facilitated by the school nurse and a teacher. Emotion regulation was measured using the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA). Because the data were not normally distributed, analyses were conducted using the Wilcoxon Signed Rank Test for changes within groups and the Mann–Whitney U Test for comparisons between groups. Effect sizes were calculated using the r value of the effect size.

Results: The intervention group showed a significant increase in total emotion regulation scores (ERQ-CA: 28.9 ± 4.7 to 36.2 ± 4.3; p < 0.001; r = 0.72), particularly in the cognitive reappraisal dimension. The control group showed no significant change (p = 0.218). Intergroup analysis revealed a significant difference in posttest scores (p < 0.001; r = 0.69).

Conclusion: The Nurse-Led ROOTS program, integrated with Soft Skills Training, is effective in improving high school students' emotional regulation skills. This peer-led leadership approach, facilitated by school nurses, can serve as a sustainable model for promoting adolescent mental health and preventing aggressive behavior in educational settings.