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 US, with the
remainder in Europe and Canada.
Most interventions were focused on changing students’ behaviour
(85%), improving students’ social-emotional development (74%), or
changing teachers’ behaviour (54%). Only two interventions were
specifically targeted at improving teacher–student relationships.
The analysis found an overall effect size of +0.22 for the
interventions, with a slightly higher effect on behaviour (+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
Source: A Meta-Analysis of the Effects of Classroom
Management Strategies and Classroom Management Programs on Students’
Academic, Behavioral, Emotional, and Motivational Outcomes (2016), Review of Educational Research.