This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions,…

Using latent profile analysis, this study refined the traditional defender and outsider roles in bullying research and examined intrapersonal, interpersonal, and contextual factors associated with subtypes of roles. Participants were 1,373 adolescents (40% girls, M[subscript age]: 14 years) from 54 classrooms in six middle schools. The results…

A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…

Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; M[subscript age] = 15.4) reported daily conflict; adolescents reported daily negative…

This study demonstrates the effectiveness of the KiVa antibullying program using a large sample of 8,237 youth from Grades 4-6 (10-12 years). Altogether, 78 schools were randomly assigned to intervention (39 schools, 4,207 students) and control conditions (39 schools, 4,030 students). Multilevel regression analyses revealed that after 9 months of…