The Effect of Life Skills Training in Emotional Regulation on Reducing Aggression Among School-Aged Adolescents: A Systematic Review

Abstract

Aggression among school-aged adolescents poses significant challenges for academic performance, peer relationships, and psychological well-being. Emotional dysregulation has been identified as a major contributor to aggressive behaviour. This systematic review, conducted in accordance with PRISMA 2020 guidelines, synthesises evidence from 35 peer-reviewed studies published between 2010 and 2025. The review examines interventions targeting emotional regulation and coping-with-emotions life skills among adolescents aged 10–19 years. The interventions include emotional intelligence training, mindfulness-based programmes, psychoeducation, cognitive-behavioural approaches, and school-based social-emotional learning curricula. The findings consistently demonstrate reductions in physical, verbal, and relational aggression, with theory-driven and interactive approaches producing the strongest effects. Additional benefits include improved academic engagement, peer acceptance, resilience, and psychological well-being. The findings suggest that integrating structured emotional regulation programmes into school curricula is an effective and holistic strategy for promoting adolescent well-being. Future research should examine long-term effects and cultural adaptations.