Center on PBIS Resource: Supporting and Responding to Students Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators

Twenty-eight studies (62%) employed randomised controlled designs. Twenty-five studies (56%) were carried out outside of the United States. Table 2 provides the summary characteristics for each study included in the meta-analysis. The influence of possible moderators was determined by calculating Q values (heterogeneity between groups) and their corresponding p values, based on the Z-values of the different moderator categories (Borenstein et al. 2010). Heterogeneity was determined by calculating I2 values, indicating the degree of inconsistency across studies in a meta-analysis (Higgins et al. 2003). For each mean effect size, a variance was calculated based on an estimated correlation (r) and the (true) variance of the individual effect sizes (Morris 2008).

* = Study included in the systematic review.

Understanding how we can most effectively meet the needs of students with emotional and behavioral problems in our Pre-K through 12 education system is a critical priority in our society. For many years, the involvement of community partners was not considered a scientific tool important to the development of effective interventions, but this approach has become much more common in the last two decades (Evans et al., 2007). Optimal power to address these questions may come when care is taken to recruit students into clinical trials based on being representative of specific intersections of identities and other characteristics. When searching for characteristics that moderate intervention response we should examine a variety of other constructs that are theoretically relevant to intervention response such as cognitive ability, emotion regulation, parent education levels, and comorbidities.

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• Activate your students’ attentional filter.
• Twenty-five studies (56%) were carried out outside of the United States.
• Whole school interventions were not shown to impact on academic achievement.
• The findings of this study should be interpreted with consideration of its limitations.
• This was work was also supported by a grant awarded to Dr. Saldana R01DA044745 from the National Institute on Drug Abuse.

It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. Our responsibility is to use the tools of https://www.nj.gov/education/esser/arp/ science to advance our interventions to increase their use in our education system and to develop them so they meet the breadth of needs present in our students. The research in this special issue includes important advances in intervention development and evaluation research in school mental health. This study is an impressive report of an insightful approach to recognize why a moderating construct (race) may reduce the benefits of an evidence-based practice for specific students. They extended the cognitive therapy approaches typically used in interventions for SAD to include a focus on these racism-related self-statements based on the literature, collaborative experts, and feedback from students and their families. Although this is a hypothetical example to illustrate the point, there are examples in the literature such as a study by Ng et al. (2020) who found that the effectiveness of a universal social-emotional learning program was moderated by students’ baseline anxiety levels.

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The highest quality of evidence documented (“A Grade”) was for improvements in prosocial behavior, followed by “B Grade” evidence showing improvements in empathy and social competence, and reduced prejudice towards outgroups. The mixed results from studies specifically studying well-being were both from “A Grade” evidence. For a full breakdown of outcomes by these study characteristics and individual study evidence ratings, see Online Resource 4. See Table 1 for a description of each level of evidence, Table 2 for the outcomes per study, Fig. For the purposes of this study, we conceptualized well-being as subjective well-being (i.e., feelings of contentment, life satisfaction) and mental health as per clinical descriptors (i.e., depression, anxiety, suicidality, trauma, eating disorders).

Absence of core components, poorly delivered core components, or negative adaptations all have the potential to reduce the intervention impact. This was in comparison with information-only programs that involved didactic delivery methods, or programs that consisted primarily of recreational activities, tutoring, or mentoring. Interventions are strategies or innovations linked by a causal mechanism to specified, intended outcomes (Chen, 1998, 2003). The multilevel framework takes into consideration the influences of macro-level factors (for example federal, state, and district policies), school-level factors, and individual-level factors. Children and adolescents spend a considerable amount of time at school, making it an ideal setting for prevention efforts (Kaftarian et al, 2004). School social workers provide services to meet the unique and diverse needs of every individual they encounter in culturally sensitive, equity-focused, and trauma-informed ways.