Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis

TLDR

Further research is needed to identify the active components of whole‑school interventions that drive successful social and emotional outcomes. The meta‑analysis aimed to assess the effectiveness of whole‑school interventions on children’s social and emotional development. Whole‑school interventions were defined as coordinated activities across curriculum, ethos, environment, and community partnerships, and 45 studies with 496,299 participants were included. The analysis found small but significant improvements in social/emotional and behavioural adjustment and internalising symptoms, no effect on academic achievement, and that study origin and inclusion of a community component moderated outcomes.

Abstract

This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people's social and emotional development. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. A total of 45 studies (30 interventions) involving 496,299 participants were included in the analysis. Post-intervention outcomes demonstrated significant but small improvements in participants' social and emotional adjustment (d = 0.220), behavioural adjustment (d = 0.134), and internalising symptoms (d = 0.109). Interventions were not shown to impact on academic achievement. Origin of study and the inclusion of a community component as part of a whole school approach were found to be significant moderators for social and emotional outcomes. Further research is required to determine the active ingredients of whole school interventions that we can better understand the components necessary to achieve successful outcomes.