A Meta-Analysis of Family-School Interventions and Children’s Social-Emotional Functioning: Moderators and Components of Efficacy

Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, S. Natasha Beretvas, Sunyoung Park

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-school interventions on children’s social-behavioral competence and mental health ((Formula presented.) s = 0.332 and 0.391, respectively). Effects on children’s mental health were moderated by race/ethnicity (effects were larger for African American students) and locale (effects were smaller in urban settings relative to nonurban/rural settings). Components found to be significantly related to positive outcomes included both interpersonal, relational processes (i.e., communication, collaboration, and parent-teacher relationship) and tangible, structural elements (i.e., home-based involvement, behavioral supports). These findings indicate the benefits of family-school interventions and have implications for tailoring interventions to family characteristics and communities.

Original languageEnglish (US)
Pages (from-to)296-332
Number of pages37
JournalReview of Educational Research
Volume89
Issue number2
DOIs
StatePublished - Apr 1 2019

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Keywords

  • effect size
  • families
  • learning environments
  • meta-analysis
  • parents and families
  • social processes/development

ASJC Scopus subject areas

  • Education

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