What Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children:...

Having a prosocial classroom climate is crucial for promoting children's school and psychological well-being, as well as in optimizing an effective learning environment. School-based programs can foster more prosocial classroom climates, but few evidence-based options are available. This study examined the effectiveness of a primary school program aimed at promoting prosociality by enhancing students' intrinsic motivation through the support of basic psychological needs (autonomy, competence, and relatedness).

Data stem from 2337 students (46% boys, M_age = 9.55 years, SD = 1.21) and 225 teachers (76% female, M_age = 38.69 years, SD = 11.09) across 42 schools in the Netherlands. Schools were randomized to an experimental condition (N = 20 schools, N = 1199 students, N = 115 teachers) or control condition (N = 22 schools, N = 1138 students, N = 110 teachers). Regression analyses were conducted at mid- and end-of-year, adjusted for baseline levels, comparing conditions in the full sample and a subsample with ideal program fidelity.

Results across the entire sample showed no significant effects. Teachers reported increased attitudes toward stimulating prosocial behavior and autonomy. When the program was implemented as intended (with a subsample of N = 202-253 students), small effects were found mainly mid-school year. Students who received the program fared better than those in the control condition in terms of fulfilling basic psychological needs, prosocial classroom climate, school well-being and safety, and antisocial behavior.

In conclusion, no effects were found in the full sample, only in a small subgroup that reported ideal program fidelity. Understanding optimal program implementation is essential, as effectiveness depends on the degree of program fidelity.