Adi, Y., Killoran, A., Janmohamed, K., & Stewart-Brown, S. (2007a). Systematic review of the effectiveness of interventions to promote mental wellbeing in primary schools: universal approaches which do not focus on violence or bullying. London: National Institute for Health and Clinical Excellence.
Adi, Y., Killoran, A., Janmohamed, K., & Stewart-Brown, S. (2007b). Systematic review of the effectiveness of interventions to promote mental wellbeing in primary schools: universal approaches with focus on prevention of violence or bullying. London: National Institute for Health and Clinical Excellence.
Barry, M.M., Clarke, A.M., & Dowling, K. (2017). Promoting social and emotional wellbeing in schools. Health Education, 117(5), 434–451.
Banerjee, R., Weare, K., & Farr, W. (2014). Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupils’ social experiences, attendance, and attainment. British Education Research Journal, 40(4), 718–742.
Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The economic value of social and emotional learning. New York: Center for Benefit-Cost Studies in Education Teachers College, Columbia University.
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2010). A basic introduction to fixed-effect and random-effects models for meta-analysis. Research Synthesis Methods, 1(2), 97–111. https://doi.org/10.1002/jrsm.12.
Boustani, M. M., Frazier, S. L., Becker, K. D., Bechor, M., Dinizulu, S. M., Hedemann, E. R., Ogle, R. R., & Pasalich, D. S. (2015). Common elements of adolescent prevention programs: minimizing burden while maximizing reach. Administration and Policy in Mental Health and Mental Health Services Research, 42(2), 209–219.
Chorpita, B. F., & Daleiden, E. L. (2009). Mapping evidence-based treatments for children and adolescents: application of the distillation and matching model of 615 treatments from 322 randomized trials. Journal of Consulting and Clinical Psychology, 7(3), 566–579.
Clarke, A. M., & Barry, M. M. (2015). Supporting a whole school approach to mental health promotion and wellbeing in post-primary schools in Ireland. In S. Kutcher, Y. Wei, & M. Weist (Eds.), International school mental health for adolescents- global opportunities and challenges. UK: Cambridge Press.
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (2005). Safe and sound: an educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Illinois edition.
Dix, K. L., Slee, P. T., Lawson, M. J., & Keeves, J. P. (2012). Implementation quality of whole-school mental health promotion and students’ academic performance. Child and Adolescent Mental Health, 17(1), 45–51.
Durlak, J. A. (2015). What everyone should know about implementation. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 482–499). New York: Guilford.
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Dusenbury, L. A., Newman, J. Z., Weissberg, R., Goren, P., Domitrovice, C. E., & Mart, A. K. (2015). The case for preschool through to high school state learning standards for SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 482–499). New York: Guilford.
Duval, S., & Tweedie, R. (2000). Trim and Fill: a simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455–463. https://doi.org/10.1111/j.0006-341X.2000.00455.x.
Effective Public Health Practice Project. (1998). Quality assessment tool for quantitative studies. Hamilton. Available from: http://www.ephpp.ca/index.html.
Egger, M., Smith, G. D., Schneider, M., & Martin, M. C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315(7109), 629–634.
Fixsen, D. L., Naoom, S. F., Blasé, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: a synthesis of the literature. Tampa: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.
Goltz, K., Colquhoun, D., & Sheehan, M. (1997). Broadening school health education: towards the health promoting school. In D. Colquhoun, K. Goltz, & M. Sheehan (Eds.), The health promoting school, policy, programmes and practice in Australia. Marrickville: Harcourt Brace and Company.
Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. London: Institute of Education.
Hallam, S. (2009). An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well-being in primary school children. Oxford Review of Education, 35(3), 313–330.
Hennessey, B. A. (2007). Promoting social competence in school-aged children: the effects of the open circle program. Journal of School Psychology, 45(3), 349–360. https://doi.org/10.1016/j.jsp.2006.11.007.
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. British Medical Journal, 327(7414), 557–560.
Jackson, N., & Waters, E. (2005). Criteria for the systematic review of health promotion and public health interventions. Health Promotion International, 20(4), 367–374.
Jane-Llopis, E., Barry, M. M., Hosman, C., & Patel, V. (2005). Mental health promotion works: a review. Promotion & Education, 12(Suppl 2), 9–25.
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: from programs to strategies: social policy report. Society for Research in Child Development, 26(4), 3–22.
Langford, R., Bonell, C., Jones, H., Pouliou, T., Murphy, S., Waters, E., Komro, K., Gibbs, L., Magnus, D., & Campbell, R. (2015). The World Health Organization’s Health Promoting Schools framework: a Cochrane systematic review and meta-analysis. BMC Public Health, 15(1), 130.
Lendrum, A., Humphrey, N., & Wigelsworth, M. (2013). Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion. Child and Adolescent Mental Health, 18(3), 158–164.
Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: confirmation from meta-analysis. American Psychologist, 48(12), 1181–1209.
Lister-Sharp, D., Chapman, S., Stewart-Brown, S., & Sowden, A. (1999). Health promoting schools and health promotion in schools: two systematic reviews. Health Technology Assessment, 3(22), 1–207.
Mart, A. K., Weissberg, R. P., & Kendziora, K. (2015). Systemic support for social and emotional learning in school districts. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: research and practice (pp. 482–499). New York: Guilford.
Meyers, D. C., Gil, L., Cross, R., Keister, S., Domitrovich, C. E., & Weissberg, R. P. (2015). CASEL guide for schoolwide social and emotional learning. Chicago: CASEL.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097.
Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11(2), 364–386.
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297.
OECD. (2015). Skills for social progress: the power of social and emotional skills. Paris: OECD Publishing. https://doi.org/10.1787/9789264226159-en.
Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). The positive impact of social and emotional learning for kindergarten to eighth-grade students: findings from three scientific reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.
Sklad, M., Diekstra, R., Gravesteijn, C.M., Ben, J., & Ritter, M. (2012). Effectiveness of school-based universal social, emotional and behavioral programs: do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909.
Solomon, B. G., Klein, S. A., Hintze, J. M., Cressey, J. M., & Peller, S. L. (2012). A meta-analysis of school-wide positive behavior support: an exploratory study using single-case synthesis. Psychology in Schools, 49(2), 105–121. https://doi.org/10.1002/pits.20625.
Spoth, R., Rohrbach, L. A., Greenberg, M., Leaf, P., Brown, C. H., Fagan, A., Catalano, R. F., Pentz, M. A., Sloboda, Z., Hawkins, J. D., & Society for Prevention Research Type 2 Translational Task Force Members and Contributing Authors. (2013). Addressing core challenges for the next generation of type 2 translation research and systems: the Translation Science to Population Impact (TSci Impact) framework. Prevention Science, 14(4), 319–351. https://doi.org/10.1007/s11121-012-0362-6.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864.
Tennant, R., Goens, C., Barlow, J., Day, C., & Stewart-Brown, S. (2007). A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people. Journal of Public Mental Health, 6(1), 25–32.
Ttofi, M. M., & Farrington, D. P. (2011). Effectiveness of school-based programs to reduce bullying: a systematic and meta-analytic review. Journal of Experimental Criminology, 7(1), 27–56. https://doi.org/10.1080/1754730X.2008.9715730.
Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologist, 58(6-7), 441–448.
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: what does the evidence say? Health Promotion International, 26(1), 29–69.
Wells, J., Barlow, J., & Stewart-Brown, S. (2003). A systematic review of universal approaches to mental health promotion in schools. Health Education, 103(4), 197–220.
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: update of a meta-analysis. American Journal of Preventive Medicine, 33, 130–143.
Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: a meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136–149. https://doi.org/10.1037/0022-006X.71.1.136.
World Health Organization. (1996). The status of school health. Geneva: WHO.
World Health Organization (WHO). (1998). Health Promoting evaluation: recommendations for Policy-Makers, report of the WHO European Working Group on Health Promotion Evaluation. Copenhagen: WHO.
Wyn, J., Cahill, H., & Holdsworth, R. (2000). MindMatters, a whole-school approach promoting mental health and wellbeing. Australian & New Zealand Journal of Psychiatry, 34(4), 594–601.
Amundsen, E. J., & Ravndal, E. (2010). Does successful school-based prevention of bullying influence substance use among 13- to 16-year-olds? Drugs: Education, Prevention & Policy, 17(1), 42–54.
Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the child development project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994.
Bauer, N. S., Lozano, P., & Rivara, F. P. (2007). The effectiveness of the Olweus Bullying Prevention Program in public middle schools: a controlled trial. Journal of Adolescent Health, 40(3), 266–274. https://doi.org/10.1016/j.jadohealth.2006.10.005.
Bavarian, N., Lewis, K. M., DuBois, D. L., Acock, A., Vuchinich, S., Silverthorn, N., Snyder, F. J., Day, J., Ji, P., & Flay, B. R. (2013). Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized controlled trial in low-income, urban schools. The Journal of School Health, 83(11), 771–779. https://doi.org/10.1111/josh.12093.
Beran, T. N., Tutty, L., & Steinrath, G. (2004). An evaluation of a bullying prevention program for elementary schools. Canadian Journal of School Psychology, 19(1–2), 99–116. https://doi.org/10.1177/082957350401900105.
Bond, L., Patton, G., Glover, S., Carlin, J., Butler, H., Thomas, L., & Bowes, G. (2004). The Gatehouse Project: can a multilevel school intervention affect emotional wellbeing and health risk behaviours? Journal of Epidemiology and Community Health, 58(12), 997–1003. https://doi.org/10.1136/jech.2003.009449.
Bonell, C., Fletcher, A., Fitzgerald-Yau, N., Hale, D., Allen, E., Elbourne, D., Jones, R., Bond, L., Wiggins, M., Miners, A., Legood, R., Scott, S., Christie, D., & Viner, R. (2015). Initiating change locally in bullying and aggression through the school environment (INCLUSIVE): a pilot randomized controlled trial. Health Technology Assessment, 19(53), ISSN 1366-5278), 1–110.
Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., & Abbott, R. D. (2005). Adolescent substance use outcomes in the Raising Healthy Children project: a two-part latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73(4), 699–710.
Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes from a school-randomized controlled trial of Steps to Respect: a bullying prevention program. School Psychology Review, 40(3), 423–443.
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: results after 1.5 years. Journal of School Psychology, 41(2), 143–164. https://doi.org/10.1016/S0022-4405(03)00031-1.
Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social–emotional learning program: the role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156–168. https://doi.org/10.1037/a0018607.
Cross, D., Monks, H., Hall, M., Shaw, T., Pintabona, Y., Erceg, E., Hamilton, G. J., Roberts, C., Waters, S. K., & Lester, L. (2011). Three-year results of the Friendly Schools whole-of-school intervention on children’s bullying behaviour. British Educational Research Journal, 37(1), 105–129. https://doi.org/10.1080/01411920903420024.
Cross, D., Shaw, T., Hadwen, K., Cardoso, P., Slee, P., Roberts, C., Thomas, L., & Barnes, A. (2016). Longitudinal impact of the Cyber Friendly Schools program on adolescents’ cyberbullying behavior. Aggressive Behaviour, 42(2), 166–180. https://doi.org/10.1002/ab.21609.
Dray, J., Bowman, J., Campbell, E., Freund, M., Hodder, R., Wolfenden, L., Richards, J., Leane, C., Green, S., Lecathelinais, C., Oldmeadow, C., Attia, J., Gillham, K., & Wiggers, J. (2017). Effectiveness of a pragmatic school-based universal intervention targeting student resilience protective factors in reducing mental health problems in adolescents. Journal of Adolescence, 57(Supplement C), 74–89. https://doi.org/10.1016/j.adolescence.2017.03.009.
Eisen, M., Zellman, G. L., & Murray, D. M. (2003). Evaluating the Lions–Quest “Skills for Adolescence” drug education program: second-year behavior outcomes. Addictive Behaviors, 28(5), 883–897. https://doi.org/10.1016/S0306-4603(01)00292-1.
Flay, B. R., Graumlich, S., Segawa, E., Burns, J. L., Holliday, M. Y., & for the Aban Aya Investigators. (2004). Effects of 2 prevention programs on high-risk behaviors among African American youth: a randomized trial. Archives of Pediatrics & Adolescent Medicine, 158(4), 377–384. https://doi.org/10.1001/archpedi.158.4.377.
Fonagy, P., Twemlow, S. W., Vernberg, E. M., Nelson, J. M., Dill, E. J., Little, T. D., & Sargent, J. A. (2009). A cluster randomized controlled trial of child-focused psychiatric consultation and a school systems-focused intervention to reduce aggression. Journal of Child Psychology and Psychiatry, 50(5), 607–616. https://doi.org/10.1111/j.1469-7610.2008.02025.x.
Frey, K. S., Hirschstein, M. K., Snell, J. L., Edstrom, L. V. S., MacKenzie, E. P., & Broderick, C. J. (2005). Reducing playground bullying and supporting beliefs: an experimental trial of the steps to respect program. Developmental Psychology, 41(3), 479–490. https://doi.org/10.1037/0012-1622.214.171.1249.
Gradinger, P., Yanagida, T., Strohmeier, D., & Spiel, C. (2015). Prevention of cyberbullying and cyber victimization: evaluation of the ViSC social competence program. Journal of School Violence, 14(1), 87–110. https://doi.org/10.1080/15388220.2014.963231.
Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2005). Promoting positive adult functioning through social development intervention in childhood: long-term effects from the Seattle Social Development Project. Archives of Pediatrics and Adolescent Medicine, 159(1), 25–31.
Hoglund, W. L. G., Hosan, N. E., & Leadbeater, B. J. (2012). Using your WITS: A 6-year follow-up of a peer victimization prevention program. School Psychology Review, 41(2), 193–214.
Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). A school-randomized clinical trial of an integrated social–emotional learning and literacy intervention: impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78(6), 829–842. https://doi.org/10.1037/a0021383.
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Alanen, E., & Salmivalli, C. (2011a). Going to scale: a nonrandomized nationwide trial of the KiVa antibullying program for grades 1–9. Journal of Consulting and Clinical Psychology, 79(6), 796–805.
Kärnä, A., Voeten, M., Little, T. D., Poskiparta, E., Kaljonen, A., & Salmivalli, C. (2011b). A large-scale evaluation of the KiVa antibullying program: grades 4–6. Child Development, 82(1), 311–330. https://doi.org/10.1111/j.1467-8624.2010.01557.x.
Kärnä, A., Voeten, M., Little, T. D., Alanen, E., Poskiparta, E., & Salmivalli, C. (2013). Effectiveness of the KiVa Antibullying Program: grades 1–3 and 7–9. Journal of Educational Psychology, 105(2), 535–551. https://doi.org/10.1037/a0030417.
Kiviruusu, O., Björklund, K., Koskinen, H. L., Liski, A., Lindblom, J., Kuoppamäki, H., Alasuvanto, P., Ojala, T., Samposalo, H., Harmes, N., Hemminki, E., Punamäki, R., Sund, R., & Santalahti, P. (2016). Short-term effects of the “Together at School” intervention program on children’s socio-emotional skills: a cluster randomized controlled trial. BMC Psychology, 4(1), 27. https://doi.org/10.1186/s40359-016-0133-4.
Leadbeater, B., & Sukhawathanakul, P. (2011). Multicomponent programs for reducing peer victimization in early elementary school: a longitudinal evaluation of the WITS Primary Program. Journal of Community Psychology, 39(5), 606–620. https://doi.org/10.1002/jcop.20447.
Lee, P. C., & Stewart, D. E. (2013). Does a socio-ecological school model promote resilience in primary schools? Journal of School Health, 83(11), 795–804. https://doi.org/10.1111/josh.12096.
Lewis, K. M., Bavarian, N., Snyder, F. J., Acock, A., Day, J., DuBois, D. L., Ji, P., Schure, M. B., Silverthorn, N., Vuchinich, S., & Flay, B. R. (2012). Direct and mediated effects of a social-emotional and character development program on adolescent substance use. The International Journal of Emotional Education, 4(1), 56–78.
Lewis, K. M., DuBois, D. L., Bavarian, N., Acock, A., Silverthorn, N., Day, J., Ji, P., Vuchinich, S., & Flay, B. R. (2013a). Effects of positive action on the emotional health of urban youth: a cluster-randomized trial. Journal of Adolescent Health, 53(6), 706–711. https://doi.org/10.1016/j.jadohealth.2013.06.012.
Lewis, K. M., Schure, M. B., Bavarian, N., DuBois, D. L., Day, J., Ji, P., Silverthorn, N., Acock, A., Vuchinich, S., & Flay, B. R. (2013b). Problem behavior and urban, low-income youth: a randomized controlled trial of positive action in Chicago. American Journal of Preventive Medicine, 44(6), 622–630. https://doi.org/10.1016/j.amepre.2013.01.030.
Lewis, K. M., Vuchinich, S., Ji, P., DuBois, D. L., Acock, A., Bavarian, N., Day, J., Silverthorn, N., & Flay, B. R. (2015). Effects of the Positive Action program on indicators of positive youth development among urban youth. Applied Developmental Science, 20(1), 16–28. https://doi.org/10.1080/10888691.2015.1039123.
Lynch, K. B., Geller, S. R., & Schmidt, M. G. (2004). Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. Journal of Primary Prevention, 24(3), 335–353. https://doi.org/10.1023/B:JOPP.0000018052.12488.d1.
Menard, S., & Grotpeter, J. K. (2014). Evaluation of Bully-Proofing Your School as an elementary school antibullying intervention. Journal of School Violence, 13(2), 188–209. https://doi.org/10.1080/15388220.2013.840641.
Patton, G. C., Bond, L., Carlin, J. B., Thomas, L., Butler, H., Glover, S., Catalano, R., & Bowes, G. (2006). Promoting social inclusion in schools: a group-randomized trial of effects on student health risk behavior and well-being. American Journal of Public Health, 96(9), 1582–1587. https://doi.org/10.2105/AJPH.2004.047399.
Raskauskas, J. (2006). Evaluation of the Kia Kaha Anti-bullying Programme for students in years 5-8. New Zealand Police, Wellington, New Zealand.
Roland, E., Bru, E., Midthassel, U. V., & Vaaland, G. S. (2010). The Zero programme against bullying: effects of the programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education, 13(1), 41–55. https://doi.org/10.1007/s11218-009-9096-0.
Salmivalli, C., Kärnä, A., & Poskiparta, E. (2011). Counteracting bullying in Finland: the KiVa program and its effects on different forms of being bullied. International Journal of Behavioral Development, 35(5), 405–411.
Silverthorn, N., DuBois, D. L., Lewis, K. M., Reed, A., Bavarian, N., Day, J., Ji, P., Acock, A. C., Vuchinich, S., & Flay, B. R. (2017). Effects of a school-based social-emotional and character development program on self-esteem levels and processes: a cluster-randomized controlled trial. SAGE Open, 7(3), 215824401771323. https://doi.org/10.1177/2158244017713238.
Snyder, F., Flay, B., Vuchinich, S., Acock, A., Washburn, I., Beets, M., & Li, K.-K. (2010). Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: a matched-pair, cluster randomized, controlled trial. Journal of Research on Educational Effectiveness, 3(1), 26–55. https://doi.org/10.1080/19345740903353436.
Snyder, F. J., Vuchinich, S., Acock, A., Washburn, I. J., & Flay, B. R. (2012). Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai’i. The Journal of School Health, 82(1), 11–20. https://doi.org/10.1111/j.1746-1561.2011.00662.x.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: direct and mediated effects of the child development project. Social Psychology of Education, 4(1), 3–51. https://doi.org/10.1023/A:1009609606692.
Stevens, V., De Bourdeaudhuij, I., & Van Oost, P. (2000). Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools. British Journal of Educational Psychology, 70(2), 195–210. https://doi.org/10.1348/000709900158056.
Washburn, I. J., Acock, A., Vuchinich, S., Snyder, F., Li, K.-K., Ji, P., Day, J., DuBois, D., & Flay, B. R. (2011). Effects of a social-emotional and character development program on the trajectory of behaviors associated with social-emotional and character development: findings from three randomized trials. Prevention Science, 12(3), 314–323. https://doi.org/10.1007/s11121-011-0230-9.
Wigelsworth, M., Humphrey, N., & Lendrum, A. (2012). A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme. Educational Psychology, 32(2), 213–238. https://doi.org/10.1080/01443410.2011.640308.
Williford, A., Boulton, A., Noland, B., Little, T. D., Kärnä, A., & Salmivalli, C. (2012). Effects of the KiVa anti-bullying program on adolescents’ depression, anxiety, and perception of peers. Journal of Abnormal Child Psychology, 40(2), 289–300. https://doi.org/10.1007/s10802-011-9551-1.
Williford, A., Elledge, L. C., Boulton, A. J., DePaolis, K. J., Little, T. D., & Salmivalli, C. (2013). Effects of the KiVa Antibullying Program on cyberbullying and cybervictimization frequency among Finnish youth. Journal of Clinical Child and Adolescent Psychology, 42(6), 820–833. https://doi.org/10.1080/15374416.2013.787623.
Wong, D. S. W., Cheng, C. H. K., Ngan, R. M. H., & Ma, S. K. (2011). Program effectiveness of a restorative whole-school approach for tackling school bullying in Hong Kong. International Journal of Offender Therapy and Comparative Criminology, 55(6), 846–862. https://doi.org/10.1177/0306624X10374638.
Yang, A., & Salmivalli, C. (2015). Effectiveness of the KiVa antibullying programme on bully-victims, bullies and victims. Educational Research, 57(1), 80–90. https://doi.org/10.1080/00131881.2014.983724.