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School-Based Interventions for Aggressive and Disruptive Behavior: Update of a Meta-Analysis

NCJ Number
American Journal of Preventive Medicine Volume: 33 Issue: 2 Dated: 2007 Pages: S130-S143
Sandra Jo Wilson ; Mark Lipsey
Date Published
August 2007
14 pages

This article presents research into the effectiveness of school-based psychosocial prevention programs on reducing aggressive and disruptive behavior.


Two hundred forty-nine experimental and quasi-experimental studies of school-based programs with outcomes representing aggressive and/or disruptive behavior were obtained. Effect sizes and study characteristics were coded from these studies and analyzed. Positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes. The most common and most effective approaches were universal programs and targeted programs for selected/indicated children. The mean effect sizes for these types of programs represent a decrease in aggressive/disruptive behavior that is likely to be of practical significance to schools. Multicomponent comprehensive programs did not show significant effects and those for special schools or classrooms were marginal. Different treatment modalities (e.g., behavioral, cognitive, social skills) produced largely similar effects. Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior. (Published abstract provided)