Descriptively, larger effects were associated with control groups, secondary-level teachers, indicated samples, cognitive-behavioural content, teacher-specific adaptation, group format, school delivery, and programs over one week¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2–r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies using control groups, secondary-level classroom teachers, and indicated samples with pre-existing symptomatology had larger descriptive effect sizes. → Joanne R. Beames 2023 q2 i? Programs using cognitive-behavioural skills and adapted specifically for teachers, delivered in group format in schools over more than one week, had larger descriptive effect sizes. → Joanne R. Beames 2023 (2)

Evidence¶

Joanne R. Beames 2023¶

Joanne R. Beames, Samantha Spanos, Anna Roberts, Lauren McGillivray, Sophie Li, Jill M. Newby, Bridianne O'Dea, Aliza Werner-Seidler. (2023). Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09720-w

q2 · i? · quant-synthesis · r2

Descriptive averaging of effect sizes across all 88 reviewed studies to characterise study-level correlates of effects; the authors caution these averages cross multiple sources of between-study heterogeneity.

"In terms of study characteristics, those that used control groups, classroom teachers from secondary levels, and indicated samples with some level of pre-existing symptomatology or lower wellbeing had larger effects."

Joanne R. Beames 2023 (2)¶

Joanne R. Beames, Samantha Spanos, Anna Roberts, Lauren McGillivray, Sophie Li, Jill M. Newby, Bridianne O'Dea, Aliza Werner-Seidler. (2023). Intervention Programs Targeting the Mental Health, Professional Burnout, and/or Wellbeing of School Teachers: Systematic Review and Meta-Analyses. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09720-w

q2 · i? · quant-synthesis · r3

Descriptive program-characteristic averages across the review's studies; the authors state they cannot conclude which characteristics are more important for different outcomes because of heterogeneity.

"In terms of program characteristics, those that used cognitive-behavioural skills and were adapted/developed specifically for school teachers had larger effects than other programs. Programs that were delivered in group format, in schools, for more than 1 week also had comparably larger effect sizes."

Discussion¶

Related Claims¶

• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related