Kishida, YurikoBrennan-Jones, Christopher G.Runions, KevinVithiatharan, RenaHancock, KirstenBrown, MichelleEikelboom, Robert H.Coffin, JuliKickett-Tucker, CherylLi, Ian W.Epstein, MelanieFalconer, Sarah E.Cross, Donna2023-02-102023-02-102022-10Kishida, Y., Brennan-Jones, C.G., Runions, K. et al. 2022, 'Supporting the social-emotional well-being of elementary school students who are deaf and hard of hearing : a pilot study', Language, Speech, and Hearing Services in Schools, vol. 53, no. 4, pp. 1037-1050, doi : 10.1044/2022_LSHSS-21-00178.0161-1461 (print)1558-9129 (online)10.1044/2022_LSHSS-21-00178https://repository.up.ac.za/handle/2263/89391PURPOSE : Children who are Deaf and Hard of Hearing (DHH), their parents, Teachers of the Deaf, and other community stakeholders were involved in co-designing a web-based resource to support students' social–emotional well-being. The resource was designed to provide families and teachers with strategies to enhance the social and emotional well-being of Grade 4–6 students who are DHH. This study reports outcomes of a pilot study of the web-based resource intervention. METHOD : A pre–post pilot study was conducted to quantitatively examine reported anxiety, well-being, social relationships, school experience, student–teacher relationship, and parent and teacher self-efficacy. A total of 37 students, their parents (n = 37), and their classroom teachers (n = 40) participated in the intervention program and were provided access to the resource. RESULTS : In total, 19 students, 22 parents, and 17 teachers completed both pre- and postsurvey measures. Paired t tests revealed that there was a statistically significant increase in parents' self-efficacy scores from pre- to posttest. Multivariate analysis of covariance revealed a significant association between parent use of the website and student-reported improved peer support and reduced school loneliness. No other statistically significant differences were found. CONCLUSIONS : The use of a web-based resource codeveloped with students who are DHH, their parents, and teachers could potentially be beneficial for the well-being of students who are DHH as well as parents' self-efficacy. Further research is needed to confirm the benefits.en© 2022 American Speech-Language-Hearing AssociationChildrenDeaf and hard of hearing (DHH)Social–emotional well-beingWeb-based resource interventionPostprint Article