Optimized digital emotion-regulation program for middle schoolers
Official title: Project 1: Implementation and evaluation of an optimized digital emotion regulation program for middle schoolers.
Funded at University of Oregon · NIH-11332802 · Data updated 2026-11-12
A short digital program will teach emotion-management skills to middle school students (ages 11–14) while teachers get brief training to support learning.
Quick facts
| Grant type | NIH-funded research |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Oregon NIH-funded |
| Lab location | 1 site (Eugene, United States) |
| Project start | May 7, 2025 |
| Project end | March 31, 2030 |
| Funding year | 2026 |
| Award (this year) | $287,636 |
| NIH project number | 5P50MH139449-02 |
| Project ID | NIH-11332802 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates are middle school students roughly 11–14 years old who attend participating schools and could benefit from learning emotion-regulation skills.
✕Less likely to help
Youth with severe psychiatric conditions needing specialized clinical care or students who do not attend participating schools may not benefit from this school-based prevention program.
What this research studies
This program brings a brief, validated online emotion-regulation curriculum into middle schools so students can learn practical skills during the school day. Students complete short digital lessons and activities, and teachers receive focused training to reinforce the skills in class. The team will refine the program to fit typical school schedules and reduce time and resource barriers. Researchers will track students' emotion skills, behavior, and school functioning to see how well the approach works in real classrooms.
Why it matters
Potential benefit: If successful, the program could reduce early-teen emotional and behavioral problems and improve school functioning by teaching practical coping skills.
How similar studies have gone: Related school-based social-emotional learning programs have shown benefits for attitudes, behavior, and academics, though brief digital emotion-regulation programs with teacher support are less commonly tested.
Where this research is happening
-
University of Oregon
Eugene, United States Active
Researchers
- Principal investigator: Hadley, Wendy S — University of Oregon
- Study coordinator: Hadley, Wendy S
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.