Competence (human resources)

Internal medicine

Sociology

Interpersonal communication

Economic growth

Clinical psychology

Moderation

Meta-analysis

Operating system

Mental health

Psychiatry

Machine learning

Ethnic group

Developmental psychology

Psychology

Economics

Social change

Psychological intervention

Locale (computer software)

Anthropology

Social competence

Computer science

Multilevel model

Medicine

Social psychology

Review of Educational Research

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: see text]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.

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