Evaluation of a multi-component and multi-agent intervention to improve classroom social relationships among early elementary school-age children

• Published in: Journal of school psychology 2019-12, Vol.77, p.124-138
• Main Authors: García Bacete, Francisco J., Marande, Ghislaine, Mikami, Amori Yee
• Format: Article
• Language: English
• Subjects: Children; Classroom intervention; Classrooms; Elementary schools; Interpersonal relations; Nominations; Peer acceptance; Peer relationships; Peers; Perceptions; Quality; Quasi-experimental methods; School based intervention; Social relations; Teacher-student relationships; Teachers
• ISSN: 0022-4405; 1873-3506
• DOI: 10.1016/j.jsp.2019.09.001

We present the preliminary evaluation of a comprehensive, multi-component and multi-agent 2-year classroom intervention to enhance children's relationships with their peers and teachers among early elementary school students in Spain. The intervention contained universal components directed to the whole class plus targeted components for children with peer problems. Using a quasi-experimental design, 229 children (in 10 classrooms) formed a comparison group whose teachers engaged in their typical practices, followed the next year by 214 children (in 9 classrooms) who received the intervention. Children completed a sociometric procedure, and reported their self-perceptions of peer functioning and their relationship quality with teachers at the beginning of 1st grade (pretest) and the end of 2nd grade (posttest; 93% retention). After statistical control of pretest functioning, by posttest those in the intervention group received fewer negative sociometric nominations, perceived themselves to receive fewer negative sociometric nominations and to have greater overall peer acceptance, and reported their teachers to have greater warmth and organization, compared to children in the comparison group. However, intervention group children also received fewer positive sociometric nominations (as well as perceived themselves to receive fewer positive nominations) than comparison group children. Target children, selected for being disliked by peers, received accentuated benefits from the intervention on the outcome variables of fewer negative nominations received and greater teacher warmth. Implications for practice are discussed.