Prevention in context: classroom heterogeneity as a moderator of PATHS' effectiveness

Abstract

Empirically‐based programmes are the cornerstone of the prevention science field. Beyond curriculum content and design, several aspects of school‐based prevention and intervention programmes have been found to contribute to their effectiveness, including implementer training, programme fidelity and principal [head teacher] support. The current investigation examined whether the degree of heterogeneity among classroom members (ie. students' racial or ethnic backgrounds, students' neighbourhood socio‐economic status (SES), students' neighbourhood education level and students' neighbourhood immigrant status) influences the effectiveness of the Promoting Alternative Thinking Strategies (PATHS) social and emotional learning programme. The analyses found a relationship between the degree of classroom heterogeneity and students' pre‐test scores on social and emotional variables. Moreover, gender differences were evident on pre‐test scores, reflecting differential baselines. The findings for analysis on classroom heterogeneity as a moderator of the programme's effectiveness in improving students' social and emotional competence were mixed. Future research and policy implications are discussed related to advancing the field and ensuring culturally relevant evidence‐based programming.

Citation

Chauveron, L. and Perkins, D. (2009), "Prevention in context: classroom heterogeneity as a moderator of PATHS' effectiveness", Journal of Children's Services, Vol. 4 No. 1, pp. 44-59. https://doi.org/10.1108/17466660200900005