Jochem M. Goldberg|Marcin Sk?ad|Teuntje R. Elfrink|Karlein Maria Gertrudis Schreurs|Ernst T. Bohlmeijer|Aleisha M. Clarke
Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis
University of Twente|Utrecht University|University of Twente|University of Twente|University of Twente|Early Intervention Foundation
article presents findings metaanalysis sought determine effectiveness interventions adopting whole school approach enhancing children young peoples social emotional development whole school interventions included involved coordinated set activities across curriculum teaching school ethos environment family community partnerships total 45 studies 30 interventions involving 496299 participants included analysis postintervention outcomes demonstrated significant small improvements participants social emotional adjustment 0220 behavioural adjustment 0134 internalising symptoms 0109 interventions shown impact academic achievement origin study inclusion community component part whole school approach found significant moderators social emotional outcomes research required determine active ingredients whole school interventions better understand components necessary achieve successful outcomes