MINDPLAY SUCCESSFULLY COMPLETES FIRST RESEARCH PHASE:
COMPREHENSIVE NEEDS ANALYSIS CONFIRMS THE NEED FOR EARLY MENTAL WELL-BEING SUPPORT FOR YOUNG CHILDREN

Belgium – The European MindPlay project has successfully completed its first research phase (WP2 – Needs Analysis). During this phase, a comprehensive needs analysis was conducted on the mental health and well-being of children aged 3 to 9. The results represent a major milestone for the project and lay the scientific foundation for the development of innovative, game-based diagnostic tools and training programs for schools.

COMBINATION OF FOCUS GROUPS AND SURVEYS

To gain a comprehensive understanding of the challenges surrounding mental health in early childhood education, a combined research approach was adopted.

On the one hand, focus group discussions were organized with representatives from the education sector and families. On the other hand, extensive questionnaires were administered to the same target groups. By combining these qualitative and quantitative research methods, the project was able to identify both in-depth experiences and broader trends. The focus groups included: 20 teachers from preschool and elementary school, 7 school principals, 6 school psychologists and educational specialists, and 7 parents of children between the ages of 3 and 9

In addition, surveys were administered to teachers (40), school leaders (14), psychologists (15), and parents (36) to statistically validate the findings

INITIAL FINDINGS: SCHOOLS ARE SEEING AN INCREASE IN MENTAL AND EMOTIONAL CHALLENGES

The research results show a striking consensus among all participating groups. Teachers, school administrators, psychologists, and parents alike report an increase in social-emotional and behavioral challenges among young children.

The most common signs are:

  • Concentration problems and hyperactivity
  • Difficulties with emotion regulation
  • Anxiety and emotional insecurity
  • Social withdrawal and loneliness
  • Increasing aggression among peers
  • Problems related to difficult home situations
  • Effects of excessive screen time and digital overstimulation
  • Additional vulnerabilities among children with migration or traumatic experiences

Both the focus groups and the surveys show that many of these problems are already apparent in the early years of schooling.

BIGGEST CHALLENGE: EARLY DETECTION

A key finding of the study is that schools often recognize mental health issues, but they lack sufficient standardized and age-appropriate tools to detect risks early on.

Teachers report that they currently rely primarily on observation, experience, and intuition. This is particularly complex with young children, as emotions are often expressed through behavior, play, physical complaints, or social interactions rather than through language.

Psychologists and educators also confirm that there is a shortage of accessible, nonverbal screening tools suitable for young children and children from diverse linguistic and cultural backgrounds.

NEED FOR TRAINING AND SUPPORT

The needs assessment also reveals a strong demand for additional professional development.

Teachers and school leaders are asking for more support in the following areas:

  • Early detection of mental health issues
  • Trauma- and stress-sensitive practices
  • Emotion regulation and behavioral problems
  • Communication with parents
  • Crisis intervention and referral
  • Collaboration with social services

In addition, all target groups point to long waiting lists for social services and a shortage of specialized support for young children.

STRONG SUPPORT FOR THE MINDPLAY TOOLS

One of the most positive outcomes of the research phase is the broad support for the proposed MindPlay approach.

All stakeholder groups see significant added value in game-based tools that help young children express their emotions in a natural and safe way. In particular, the ability to identify early signs of anxiety, stress, social exclusion, aggression, and emotion regulation problems through play is considered very promising.

Participants emphasize that the tools must:

  • Be scientifically grounded
  • Be easy to use in the classroom
  • Be practical for teachers
  • Not create an additional administrative burden
  • Strengthen collaboration between schools, parents, and support services

IMPORTANT MILESTONE FOR THE PROJECT

With the completion of WP2, MindPlay has reached a crucial project milestone. The insights gathered from focus groups and surveys provide a unique overview of the current challenges surrounding mental well-being in early childhood education.

These results now form the basis for the next phase of the project, in which the MindPlay partners will develop, test, and implement innovative game-based diagnostic tools, integration games, and training modules in schools.

The message from the participants is clear: early prevention and support are essential, and schools need accessible, scientifically grounded tools to sustainably strengthen the mental well-being of young children.

About MindPlay

MindPlay is a European collaborative project focused on the prevention, early detection, and support for mental health issues in children aged 3 to 9. The project develops innovative game-based tools and training programs for teachers, school teams, and parents. The project is co-funded by the European Union.

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