Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis
Goldberg JM, Sklad M, Elfrink TR, Schreurs KMG, Bohlmeijer ET, Clarke AM · 2018
grade Cmeta-analysisindependentnot-applicable
Sample
Meta-analysis of whole-school social and emotional development interventions; study count not obtained
Population
School students.
Design
Recorded at secondary read depth from Wigelsworth et al. 2022's full text, which uses it to make the point that separating whole-school approaches from classroom curricula roughly halves the estimate. The paper itself was not opened, so only the single reported figure is entered.
Key findings
d = 0.22 for social and emotional skills - described by an independent overview of reviews as at least half the estimates produced by meta-analyses that do not differentiate whole-school components from classroom curricula.
Genetic confound
Medium - underlying design mix not established.
Replication notes
Not applicable.
DOI / URL
10.1007/s10212-018-0406-9
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Social and emotional skills, whole-school approaches | Cohen d | 0.22 | researcher-designed | post-intervention | business-as-usual | end-of-treatment | non-cognitive |
Cited by
- Should a school buy a social and emotional learning programme?mixedconf: highgc: low