This meta-analysis examined the effects of family-school interventions on children’s social-behavioral competence and mental health. One hundred and seventeen group design studies yielding 592 effect sizes constituted the current sample. Random effects models were estimated when calculating each pooled effect size estimate, and mixed effects models were calculated for each moderator analysis. The analyses yielded significant effects of family-school interventions on children’s social-behavioral competence and mental health ( δ ¯ . s = 0.332 and 0.391, respectively). Effects on children’s mental health were moderated by race/ethnicity (effects were larger for African American students) and locale (effects were smaller in urban settings relative to nonurban/rural settings). Components found to be significantly related to positive outcomes included both interpersonal, relational processes (i.e., communication, collaboration, and parent-teacher relationship) and tangible, structural elements (i.e., home-based involvement, behavioral supports). These findings indicate the benefits of family-school interventions and have implications for tailoring interventions to family characteristics and communities.

中文翻译：

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家庭学校干预和儿童社会情感功能的元分析：调节因素和功效成分

这项荟萃分析检验了家庭学校干预对儿童社会行为能力和心理健康的影响。117 组设计研究产生了 592 个效果大小，构成了当前样本。在计算每个合并效应大小估计时估计随机效应模型，并为每个调节分析计算混合效应模型。分析产生了家庭学校干预对儿童社会行为能力和心理健康的显着影响（分别为 δ¯ . s = 0.332 和 0.391）。种族/民族（非洲裔美国学生的影响更大）和地区（城市环境中的影响相对于非城市/农村环境而言较小）对儿童心理健康的影响有所缓和。发现与积极成果显着相关的成分包括人际关系、关系过程（即沟通、协作和家长-教师关系）和有形的结构要素（即，家庭参与、行为支持）。这些发现表明了家庭学校干预措施的好处，并对根据家庭特征和社区定制干预措施具有影响。