A meta-analysis of classroom management interventions has found that they improved academic, behavioral, and social-emotional outcomes.
Published in the Review of Educational Research, the study included 54 classroom management interventions in 47 studies published between 2003 and 2013. It included some interventions that had been evaluated several times (including Promoting Alternative Thinking Strategies (PATHS), the Good Behavior Game, and Zippy’s Friends). About three-quarters of the studies were carried out in the U.S., with the remainder in Europe and Canada.
Most interventions were focused on changing students’ behavior (85%), improving students’ social-emotional development (74%), or changing teachers’ behavior (54%). Only two interventions were specifically targeted to improving teacher–student relationships. The analysis found that:
- There was an overall effect size of +0.22 for the interventions, with a slightly higher effect on behavior (+0.24), and less on social-emotional (+0.21) and academic (+0.17) outcomes.
- There was no significant effect on motivational outcomes.
- The analysis also indicated that interventions focused on social-emotional development of the students were somewhat more effective than those without that component.
Source: Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680.