Effekt av tiltak som læreren leder for å styrke sosial og emosjonell atferd hos førskole- og skolebarn

The effect of teacher-led interventions on social and emotional behaviour in primary school children: a systematic review

Whear, R. Thompson-Coon, J. Boddy, K. Ford, T. Racey, D. Stein, K.
British Educational Research Journal
The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = -0.17 (95% CI: -0.32, -0.02) to g = 1.88 (95% CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.

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Type of intervention

Preventive- and Promotive Health Interventions


Mental Health Problems and Disorders

Behavior Problems

Externalizing Behaviors / Challenging Behaviors

Emotional Problems

Depression and Depressed Mood

Development and Life Coping Skills

Social skills

School Performance


The organization of interventions

School/Preschoolbased Interventions

Age group

Preschool Aged Children (3-5 years)

School Aged Children (6-12 years)

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