Prosocial behaviors or voluntary acts intended to help or promote the wellbeing of others are learned skills that accumulating research suggests have implications not only for constructively navigating interactions, relationships, and school and other group contexts, but also for life in a civil society. Yet, strikingly, there is limited knowledge of the factors that affect the degree to which prosocial behavior is learned and enhanced. The focus of this quantitative review will be to clarify the types of instructional practices and programs that show evidence of effectively prompting children and youth to act in ways that help others. The benefits of prosocial behavior to lives of children and youth have been highlighted in the last few decades, and this quantitative synthesis of the research is designed to provide evidence-based directions for supporting these constructive, caring, and helpful behaviors in interactions, relationships, schools, homes, and communities.