The aims of the present meta-analysis were to (1) examine long-term effects of universal secondary school-based interventions on a broad range of competencies and problems and (2) analyze which intervention components were related to stronger or weaker intervention effects at follow-up. Fifty-four studies of controlled evaluations (283 effect sizes) reporting on 52 unique interventions were included. Long-term intervention effects were significant but small; effect sizes ranged from .08 to .23 in the intrapersonal domain (i.e., subjective psychological functioning) and from .10 to .19 in the interpersonal domain (i.e., social functioning). Intervention components were generally related to effects on specific outcomes. Some components (e.g., group discussions) were even related to both stronger and weaker effects depending on the assessed outcome. Moreover, components associated with long-term effects differed from those associated with short-term effects. Our findings underscore the importance of carefully selecting components to foster long-term development on specific outcomes.

PROSPERO registration number: CRD42019137981.

本荟萃分析的目的是 (1) 检查以中学为基础的普及干预措施对广泛的能力和问题的长期影响，以及 (2) 分析哪些干预措施与更强或更弱的干预效果相关跟进。纳入了 54 项对照评估研究（283 项效应量），报告了 52 项独特的干预措施。长期干预效果显着但较小；影响大小在人际领域（即主观心理功能）中从 0.08 到 0.23 不等，在人际领域（即社会功能）中从 0.10 到 0.19 不等。干预成分通常与对特定结果的影响有关。根据评估的结果，一些组成部分（例如，小组讨论）甚至与更强和更弱的影响相关。此外，与长期影响相关的成分不同于与短期影响相关的成分。我们的研究结果强调了仔细选择组件以促进特定结果的长期发展的重要性。

PROSPERO 注册号：CRD42019137981。