Classroom Management Programs Focused on Targeting Behavioral Issues in Primary Education: A Systematic Review

Abstract

This study seeks to depict classroom management programs which address behavioral issues among elementary school students through a systematic review of 49 articles published in 2008 – 2023 and indexed in Web of Science, Scopus and PsycINFO. The results were organized according to (a) methodological features of the study (objectives, methodology/design, participants/sample and instrumentation), and the (b) characteristics of the program (country, name, training model, number and frequency of sessions).  In terms of scientific output, there were significantly more studies published in 2017 than in any other year, with randomized control trials being the predominant type of study design. Most of the studies were from the United States with relatively few studies from Latin American countries. In terms of implementation, the program that was most prevalent was: The Incredible Years – Teacher Classroom Management (IY-TCM). Disparities were identified in the characterisation of samples (heterogeneous sample sizes and incomplete reporting) and high variability in the instruments used to measure behaviour. The evidence shows consistent positive effects of the programmes in reducing problem behaviours, strengthening social-emotional skills and improving teaching practices and teacher–pupil interactions, with particularly robust results for IY-TCM However, the heterogeneity of designs, variables and instruments limits comparability and quantitative syntheses; furthermore, the lack of detail regarding implementation parameters hinders replicability and the assessment of cost-effectiveness. To conclude, classroom management programmes constitute pedagogical and school mental health programs with promising evidence. It is recommended that a consensus be reached on minimum sets of outcomes and measurement tools with sound psychometric properties, that effect sizes and implementation parameters be reported, and that multi-informant designs be incorporated. Research in under-represented contexts should become more widespread as should continuing professional development. Such  programs should be aligned with education and mental health policies to promote effective, equitable and sustainable implementation.