01 02 03 Institute for Effective Education, University of York: Classroom management interventions made a difference 04 05 15 16 19 20 21 22 23 24 25 26 27 28 31 32 33

Classroom management interventions made a difference


A meta-analysis of classroom management interventions has found that they improved academic, behavioural, 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 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 component.

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.

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