An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students' Academic, Behavioral, Social-Emotional, and Motivational Outcomes

76 random and non-random controlled intervention studies published 2003-2022 (22 new since the 2016 version)

Primary education.

Update of Korpershoek et al. 2016 with nine further years of studies and robust variance estimation as a sensitivity check. Same design limitation — mixed randomised and non-randomised controlled studies, mostly non-blind outcome raters.

Summary effect small and significant, average Hedges g = 0.23 (RVE sensitivity analysis g = 0.22). Recent studies place more emphasis on teacher-student relationships. The notable moderator result runs against programme marketing - interventions addressing ALL FOUR categories of classroom management strategy produced LOWER effects than more targeted ones, tentatively indicating that a too-broad focus is less effective.

Medium — same design mix as the 2016 version.

This is the replication of the 2016 meta-analysis, and it reproduces it almost exactly (0.22 becomes 0.23 with 22 new studies). Classroom management is therefore one of the few areas in this tranche where the headline number is stable.