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A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Abstract
A meta‐analysis of after‐school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self‐perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previously effective skill training (SAFE: sequenced, active, focused, and explicit) moderated several program outcomes. One important implication of current findings is that ASPs should contain components to foster the personal and social skills of youth because youth can benefit in multiple ways if these components are offered. The second implication is that further research is warranted on identifying program characteristics that can help us understand why some programs are more successful than others.
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“They also examined several moderator variables and found support for moderation on four outcomes for programs that used specific practices (i.e., SAFE: sequenced, active, focused, and explicit) compared to those that did not use those practices.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Durlak and colleagues, furthermore, did not adjust for pre-test differences in all cases and did not require that studies control for pre-test differences or demonstrate pre-test equivalence.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“We included substance use measures in the construct of externalizing behaviors whereas (Durlak et al. 2010) separated substance use, for which they found no significant effect, from other externalizing behaviors.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“but no significant effects on drug use and school attendance”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“In a meta-analysis of after-school programs (Durlak et al. 2010) found an overall positive and statistically significant effect of after-school programs across all outcomes examined (d = 0.22, CI 0.16, 0.29).”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Finally, the current review included different studies than the Durlak review based on slightly different inclusion criteria and more recent search for studies.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Also, Durlak and colleagues estimated an effect size of zero for all outcomes when the primary study authors reported the result as non-significant and did not report enough data to calculate a true effect size.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“This is problematic because, although all included studies in Durlak et al.’s review used a comparison group, 65 % of the included studies were quasi-experiments and thus potentially suffered from selection bias. Without adjusting for baseline differences, the effects could be over- or under-estimated.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“These results contradict (Durlak et al. 2010) findings of significant effects on problem behaviors [ES 0.19, CI (0.10, 0.27)], but corroborate Durlak and colleagues’ findings of non-significant effects on drug use and school attendance, and (Zief et al. 2006) findings of no effects on behavior and school attendance.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Although (Durlak et al. 2010) review called for the reporting of participant demographic information such as socio-economic status, race, and gender, this information continues to be underreported.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Prior reviews and primary research suggest that program and participant characteristics may moderate effects of after-school programs, such as program quality and characteristics (Simpkins et al. 2004; Lauer et al. 2006; Durlak et al. 2010)”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“However, since 2007, when prior reviews concluded their search (Durlak et al. 2010; Roth et al. 2010), more after-school program studies have used randomization.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Any of these procedures could have resulted in a bias of the effect size estimates and could explain the difference in the meta-analytic results between the two reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“For school attendance, the evidence from this review converges with prior quantitative and narrative reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
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Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01564.x · Cited by 10,854
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Metadata
- Authors
- Durlak, J. A., Weissberg, R. P., & Pachan, M.
- Affiliations
- Loyola University Chicago (US)
- University of Illinois Chicago (US)
- Corresponding author
- Durlak, Joseph A.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2010-03-19
- Volume
- 45
- Issue
- 3-4
- Pages
- 294-309
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W2017307913
- Cited by
- 1,216
- References
- 98
- Citations by year
- 2026: 51 · 2025: 88 · 2024: 75 · 2023: 83 · 2022: 81 · 2021: 99 · 2020: 102 · 2019: 119 · 2018: 77 · 2017: 81 · 2016: 88 · 2015: 71 · 2014: 62 · 2013: 66 · 2012: 38
- FWCI
- 19.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- William T. Grant Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- after-school programs, personal and social skills, self-perception, school connectedness, social behavior, academic performance, behavioral problems, skills training, program effectiveness, children and adolescents
- MeSH terms
- Adolescent, Child, Child Development, Humans, Schools, Self Concept, Social Adjustment, Social Behavior, Adolescent Development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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