Students’ experiences with the digital psychoeducational intervention ‘Make the Difference’ for aggression: A qualitative study

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Published: Dec 31, 2025
DOI: https://doi.org/10.12681/thea.42448
ΙΩΑΝΝΗΣ ΚΡΟΜΜΥΔΑΣ
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
ANDREAS BROUZOS
Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης, Πανεπιστήμιο Ιωαννίνων
Abstract

This study examines the subjective experience of 92 fifth- and sixth-grade students from primary schools in the Region of Epirus, Greece, who participated in the digital psychoeducational program on aggression “Make the Difference.” The program, consisting of 13 asynchronous online sessions, aims to prevent and reduce aggression through the development of social, cognitive, and emotional skills. It employs digital activities that include interactive videos, creative projects, quizzes, and playful tasks, incorporating multimedia and elements of gamification. Data were collected using qualitative methods, primarily through open-ended questions and collage creation, in order to capture students’ feelings, opinions, and perceptions. The results showed that the majority of students experienced the program as enjoyable, engaging, and useful, particularly appreciating the digital, interactive, and creative activities. Several students emphasized that they developed anger management and conflict resolution skills, as well as improved their cooperation and communication with classmates. The challenges and difficulties reported by some students mainly concerned specific written activities, as well as the intervention duration and overall number of activities. Overall, the findings suggest that the digital format of the intervention can be both effective and appealing for primary school students, contributing positively to their attitudes and behaviors toward aggression and providing useful directions for the improvement and broader implementation of similar programs in school settings.

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