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Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing
Lisa Bardach1, Takuya Yanagida2, Petra Gradinger3
1University of Tübingen, Hector Research Institute of Education Sciences and Psychology, Walter-Simon-Straße 12, 72072, Tübingen, Germany. lisa.bardach@uni-tuebingen.de.
Journal of Youth and Adolescence
|December 18, 2021
Summary
School-based aggression prevention programs are more effective in diverse classrooms. Greater ethnic diversity, positive social climate, and higher initial aggression levels enhance program success and long-term impact.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Public Health
Background:
- School-based aggression prevention programs are crucial for student well-being.
- Program effectiveness can vary based on student and classroom characteristics.
- Understanding moderators is key to optimizing intervention impact.
Purpose of the Study:
- To investigate moderators of a socio-ecological aggression prevention program's effectiveness.
- To examine factors influencing the sustainability of the prevention program.
- To identify classroom and student characteristics that enhance program outcomes.
Main Methods:
- Cluster randomized controlled trial involving 2,042 preadolescents (mean age 11.7 years).
- Assessed program effectiveness from pretest to posttest.
- Evaluated program sustainability from posttest to follow-up (659 preadolescents, mean age 12.7 years).
Main Results:
- The program was more effective and sustainable in multicultural classrooms with higher ethnic diversity.
- A positive social class climate moderated program effectiveness.
- Higher baseline levels of aggressive behavior and victimization also moderated effectiveness.
Conclusions:
- Ethnic diversity in classrooms significantly enhances school-based aggression prevention.
- Socio-ecological models can be advanced by considering contextual moderators.
- Interventions can be more effectively tailored by accounting for classroom diversity and student characteristics.
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