Outcomes of Wellness Programs for Children in Middle Childhood: A Scoping Review Utilizing PRISMA-ScR Guidelines

Abstract

Middle childhood (age 6 to 12) is a pivotal developmental stage during which children develop cognitive, emotional, physical, and social competencies that can affect their health and well-being throughout life. There is a growing trend toward structured wellness programs in schools and communities that encourage healthy lifestyles, emotional resiliency, and social development. However, the existing evidence is limited and fragmented across intervention types, outcome measures, and implementation contexts, hindering comprehensive evaluation of program effectiveness. The purpose of this scoping review was to map and synthesize the outcomes of structured health promotion initiatives for children in middle childhood reported in the literature. This study used a scoping review methodology, following the Joanna Briggs Institute (JBI) guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). PubMed/MEDLINE, PsycINFO, ERIC, and the Cochrane Central Register of Controlled Trials were systematically searched for peer-reviewed literature and outcome research published from 2016 to 2026. Studies that met eligibility criteria were quantitative and qualitative studies of structured wellness interventions for children (6-12 years). Studies were screened independently by two reviewers, data were charted using a standardized extraction form, and findings were integrated using a convergent integrated approach that converted quantitative results into qualitative descriptions for thematic integration. Twenty-six studies from different geographical regions, intervention models, and methodological designs were included. Three interconnected themes emerged: (1) psychological self-regulation and emotional competence, (2) behavioral adaptation and classroom functioning, and (3) social and interpersonal connectedness, with the most consistent gains reported in emotional awareness, attention, academic engagement, and peer relationships. Implementation fidelity, cultural relevance, family and community involvement, and wider structural factors, including social inequities, moderated intervention effectiveness, and few intervention studies focused on older children (11–12 years). These findings indicate that structured wellness programs function as institutional infrastructure for child development, but their long-term impact depends on pairing school-based delivery with equity-focused policy support and closing the evidence gap for early adolescents.