Bullying remains a pervasive challenge in educational settings worldwide, with serious implications for students’ well-being and learning. This meta-analysis presents a focused subgroup analysis from the BRAVE-project, synthesising 93 group comparisons on bullying analysis revealed statistically significant effects for both bullying (d = 0.37) and victimisation (d = 0.17), exceeding effect sizes reported in previous meta-analyses. However, high heterogeneity (I² > 96%) highlights substantial variation between studies. Moderator analyses identified several content- and method-related factors that influence programme effectiveness. Interventions grounded in interactionist or cognitive theories, implemented in classroom settings with high implementation fidelity, were more effective than behaviourist or structurally unspecific programmes. Programmes conducted in North America showed stronger effects than those in Europe, suggesting contextual variation. Notably, randomised controlled trials reported higher effect sizes than quasi-experimental designs. These findings underscore the importance of theory-driven, context-sensitive prevention strategies and the need for differentiated implementation practices. Implications for school policy and future research are discussed, particularly in relation to intervention design, professional training, and international evidence gaps.
Background While the Experience Sampling Method (ESM) is particularly suitable for assessing subjective views and inner phenomena such as emotional experience, it is still rarely used in research involving individuals with intellectual disabilities (ID)-especially children and adolescents. In an innovative attempt, the present study aimed to develop an ESM survey incorporating self-report measures to assess the emotional experience of children and adolescents with ID, and to examine the feasibility of this approach.Methods We developed an ESM survey design through a stepwise, participatory procedure guided by predefined criteria. To evaluate feasibility, we conducted a pilot study over an 8-week period involving 9 children and adolescents with mild to moderate ID (aged 5-15) and interviewed both the participants and their parents.Results The findings revealed intraindividual variability in participants' emotional experience and interindividual variation in their assessment of different situations and activities. Evaluation meetings with participants and their parents supported the feasibility of the ESM approach.Conclusion Based on our pilot study, it can be cautiously concluded that the adapted ESM survey design is suitable for assessing the emotional experience of children and adolescents with mild to moderate ID. Future studies with larger sample sizes and more rigorous approaches are needed to further develop this approach.
In der vorliegenden Studie wurden Einschätzungen von Jugendlichen zur schulbasierten Intervention des Peer Group Counseling (PGC) sowie Auswirkungen der Intervention auf Aspekte rund um das soziale Klima in der Klasse untersucht. Die PGC-Intervention fand im Rahmen eines quasiexperimentellen Studiendesigns in 14 Sekundarschulklassen im 8. Schuljahr im Rahmen von 2‑wöchentlichen Gruppenstunden à 45 min während einem bis zwei Schuljahren statt. Von 141 Jugendlichen (M = 14,3 Jahre, 45,7
This longitudinal RCT investigates the impact of the Parents as Teachers (PAT) early home visiting program on the developmental trajectories of children from at-risk families, focusing on their transition from kindergarten to primary school education. The study, conducted as part of the Swiss ZEPPELIN longitudinal project, aims (1) to assess whether PAT directly improves school adjustment, including academic achievement, socio-emotional adjustment, and school well-being; and (2) to examine the developmental pathways linking early childhood cognitive and socio-emotional skills to school adjustment. Families (N = 248) were randomized to intervention and control groups, and their children (N = 261) were assessed longitudinally at age 3 years, during kindergarten (4-5 years), and in Grade 1 (6-7 years). Results of structural equation modeling showed no direct effects of PAT on school adjustment in Grade 1. However, indirect effects indicated that PAT contributed to improvements in children's early cognitive and, to a lesser extent, socio-emotional skills, which, in turn, supported school adjustment during the transition to school. The findings suggest that the cognitive pathway represents a meaningful mechanism linking early home visiting to later school adjustment.
Children develop emotional competencies at home and at school. Teachers serve as facilitators of their students’ emotional development while also handling a variety of sometimes difficult emotional situations with children, colleagues, and parents. Emotion coaching is a parenting style that empathizes with children’s emotions and models emotion regulation and problem-solving. This study pilots the “Tuning in to Kids” emotion coaching parenting training for special education teachers and other teaching and school professionals. N = 45 participants were trained in a group webinar in six consecutive sessions. The emotional style questionnaire was administered before and after the training and revealed significant improvements in emotion coaching attitudes and empathy, and a significant decrease in emotion dismissing attitudes, with great effect sizes. Qualitative evaluation of the training shows a great relevance and applicability of emotion coaching in daily school life. Relevance and implications of the findings are discussed.
