A Meta-Analysis of Family-School Interventions and Children's Social-Emotional Functioning: Moderators and Components of Efficacy. (April 2019)

• Record Type: Journal Article
• Authors: Sheridan, Susan M.; Smith, Tyler E.; Moorman Kim, Elizabeth; Beretvas, S. Natasha; Park, Sunyoung
• Is Part Of: Review of educational research. Volume 89:Number 2(2019)
• Page Start: 296
• Page End: 332
• Publication Date: 2019-04
• Subjects: effect size -- families -- learning environments -- meta-analysis -- parents and families -- social processes/development; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Bibliography -- Periodicals; 370.7
• DOI: 10.3102/0034654318825437
• Languages: English
• ISSNs: 0034-6543

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 (δ ¯ . 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.