Publications by authors named "Tabitha Hoey"
Objective: The social and emotional learning (SEL) framework is widely recognized as being effective for developing social and emotional competencies among students of all ages. However, the evidence for specific intervention models with older student populations is less established. The objective of this systematic review was to rate the evidence supporting the effectiveness of SEL interventions aimed at improving mental health outcomes among preadolescents and adolescents.
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- Disruptive behaviors in classrooms negatively impact student engagement and can lead to serious issues like mental health problems; this systematic review aimed to assess the effectiveness of interventions to reduce such behaviors.
- A comprehensive search identified 27 interventions from 65 studies, with six receiving high to moderate evidence ratings for effectiveness; the "Good Behavior Game" was the most commonly studied intervention.
- The findings suggest that effective interventions commonly include behavioral management and skills acquisition, and while most studies did focus on younger students, those with diverse racial-ethnic backgrounds also showed positive outcomes; no studies were found suitable for economic analysis.
Schools are an important component in the mental health system of care for youths. Teachers and other school staff have unique opportunities to promote emotional wellness and prevent mental health conditions. Although numerous programs are available, identifying evidence-based and effective options is a significant challenge.
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