The 2018 review reported a larger pooled effect (SMD = 0.30) that was not sustained at longer-term follow-up¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2 · i1 small
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The original 2018 review of RCTs found a small but statistically significant short-term reduction in exclusion (SMD = 0.30) that was not sustained in longer-term follow-ups. → prior-review

Evidence¶

prior-review¶

Valdebenito, S., H. Gaffney, M. J. Arosemena‐Burbano, S. Hitchcock, D. Jolliffe, and A. Sutherland. 2025. “School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review.” Campbell Systematic Reviews 21: 1–96. https://doi.org/10.1002/cl2.70063

q2 · i1 · quant-synthesis · r3

The review narrates the earlier Valdebenito et al. (2018) meta-analysis of 37 RCTs published from 1980 onwards, which reported SMD = 0.30 (95% CI [0.20, 0.41]) in the short term, with the effect "not sustained in longer‐term follow‐ups".

"this review identified a small but statistically significant reduction in school exclusion in the short term (SMD = 0.30; 95% CI [0.20, 0.41]; p < 0.001). However, the effect was not sustained in longer‐term follow‐ups."

Discussion¶

Related Claims¶

• School-based interventions produce a small but statistically significant reduction in school exclusion — related
• Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout — related
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — related