Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.
Abstract
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.
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Where families felt more empowered to use shared language and tools introduced through the programme, pupils were more likely to generalise their learning across settings.
“Where families felt more empowered to use shared language and tools introduced through the programme, pupils were more likely to generalise their learning across settings”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Greenberg et al., 2003
Cross-system interventions and ecological models of child development support generalisation of learning across settings.
“a pattern aligned with research on cross-system interventions and ecological models of child development”
From Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Alternative Education and Community Partnerships (2025) · cites this paper as Greenberg et al., 2003
Timing school-based mental health assistance, assertiveness training, and stress and anxiety management have the greatest chance to prevent maladaptive behavior and symptomatic manifestations.
“To date, timing school-based mental health assistance, assertiveness training, and stress and anxiety management have the greatest chance to prevent maladaptive behavior and symptomatic manifestations [89].”
From Prevention and early intervention in youth mental health: is it time for a multidisciplinary and trans-diagnostic model for care? (2020) · cites this paper as [89]
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Efficacy of an Emotion self-regulation Program for Promoting Development in Preschool Children
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- Authors
- Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J.
- Affiliations
- Pennsylvania State University (US)
- Venue
- American Psychologist
- Published
- 2003-06
- Volume
- 58
- Issue
- 6-7
- Pages
- 466-474
- ISSN
- 0003-066X (ISSN-L)
- 1935-990X
- OpenAlex
- W2064258062
- Cited by
- 2,147
- References
- 67
- Citations by year
- 2026: 45 · 2025: 102 · 2024: 70 · 2023: 94 · 2022: 84 · 2021: 126 · 2020: 147 · 2019: 132 · 2018: 127 · 2017: 137 · 2016: 160 · 2015: 151 · 2014: 124 · 2013: 116 · 2012: 94
- FWCI
- 98.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Psychologist (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institute of Mental Health (T32MH019933, T32MH19933)
- Topics
- Social Sciences › Safety Research › Youth Development and Social Support
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- school-based prevention, youth development, social-emotional learning, academic learning, program coordination, program implementation, program evaluation, comprehensive school reform, professional development for educators, educational accountability, monitoring and evaluation, school improvement, program sustainability
- MeSH terms
- Adolescent, Affective Symptoms, Mental Disorders, Child, Combined Modality Therapy, Educational Status, Forecasting, Health Education, Health Services Needs and Demand, Humans, Personality Development, Social Problems, Socialization, United States, Program Evaluation
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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