Intervention name | Description of intervention | Location | Targeted grade of participants | Process data collected on | Report |
---|---|---|---|---|---|
Reading Writing, Respect and Resolution (4Rs) | A literacy-based social-emotional learning curriculum for elementary school students. There are two components: (1) a seven-unit, 21–35 lesson literacy-based curriculum in conflict resolution and social-emotional learning for children in primary school (to grade five); and (2) intensive professional development for teachers. | USA | Kindergarten to grade 5 | Fidelity and acceptability | Sung [39] |
DRACON | This intervention uses drama to develop cognitive understanding of conflict and bullying and to empower students to manage their own conflict, both personally and within the broader school community. | Australia | Primary and secondary school students | Implementation, mechanisms of change, acceptability and context | O’Toole [37] |
English classes (no name) | Teachers were trained and, working in pairs in the summer, they developed integrated health/English material, with a specific emphasis on the prevention of drug and alcohol use. | USA | Grades 8 and 9 | Fidelity, acceptability, quality and mechanisms of change | Holcomb and Denk [43] |
Hashish and Marijuana | The goal of the curriculum is to develop scientific knowledge of hashish and marijuana and to strengthen students’ problem-solving and decision-making skills through both didactic and participatory learning approaches. | Israel | Upper secondary school | Implementation | Zoller and Weiss [40] |
Infused-Life Skills Training (I-LST) | A substance abuse prevention and competency curriculum that focuses on social and psychological protective factors affecting substance use. It is integrated into the existing subject curriculum by the classroom teachers. | USA | Middle/junior high school | Fidelity, quality, dose and acceptability | Bechtel et al. [42] |
Kids, Adults Together (KAT) | The intervention aims to reduce drinking and antisocial behaviours in young people through a classroom curriculum, a parent evening and follow-up family activities. | UK | Grades 5 and 6 | Acceptability and satisfaction | Rothwell and Segrott [33] |
Fidelity, reach and mechanisms of change | Segrott et al. [44] | ||||
Peaceful Panels | Throughout art classes, students participated in anti-bullying lessons (from the Second Step programme for eighth grade students on empathy and communication in handling a grievance) and comic-making lessons. They then prepared artwork to demonstrate their understanding of how to resolve conflict. | USA | Grades 8 and 9 | Acceptability and satisfaction | Wales [45] |
Positive Action | Positive Action is a social-emotional and character development intervention aimed at encouraging positive behaviours through positive thoughts and actions. Lessons cover six units: self-concept; positive actions for mind and body; positive social-emotional actions; managing oneself; being honest with oneself; and continually improving oneself. | USA | Kindergarten to grade 12 | Coverage and acceptability | |
Acceptability and satisfaction | Beets [32] | ||||
USA | Implementation, fidelity, dosage and quality | Malloy et al. [41] | |||
Promoting Alternative Thinking Strategies (PATHS) | An intervention to reduce conflict by improving students’ social-emotional and thinking skills through a curriculum, the establishment of a positive classroom environment and generalised positive social norms throughout the school environment. | USA | Kindergarten to grade 5 | Quality, coverage (dose) and context | Ransford et al. [38] |
Roots of Empathy | An intervention that brings a visiting baby and their parent into a classroom as a springboard for learning empathy. Students learn messages of social inclusion, respect, how to build consensus, how to contribute to a safe and caring classroom and develop emotional literacy. | Australia | Grades 1–9 | Implementation, mechanisms of change and acceptability | Cain and Carnellor [34] |
Canada | Implementation and context | Hanson [30] | |||
UK | |||||
Steps to Respect | This is an anti-bullying intervention with both school-wide and classroom components. The School-wide components create new disciplinary policies for bullying and improve monitoring of and intervention in bullying. Classroom curricula positive social norms and improve social–emotional skills for better engagement with bullying. | USA | Grades 3–6 | Fidelity, context and acceptability | Low et al. [36] |
The Gatehouse Project | Through teaching a curriculum and establishing a school-wide adolescent health team, Gatehouse aims to: build a sense of security and trust in students; enhance skills and opportunities for good communication; and build a sense of positive regard through participation in school life. | Australia | Grade 8 | Coverage, quality and mechanisms of change | Bond et al. [35] |