An Update of the Meta-Analysis of the Effects of Classroom Management Interventions on Students’ Academic, Behavioral, Social-Emotional, and Motivational Outcomes

This is an update of the Korpershoek et al. meta-analysis of the effects of classroom management interventions on various student outcomes in primary education. This updated analysis includes 22 new studies, resulting in an overall sample of 76 random and nonrandom controlled intervention studies published in the last 20 years (2003–2022). The summary effect was small and significant (average Hedges’ g = .23). Sensitivity analysis with robust variance estimation revealed a slightly smaller average effect (Hedges’ g = .22). The interventions were coded for the presence or absence of four categories of classroom management strategies, focusing on teacher behavior, teacher-student relationships, student behavior, and/or students’ social-emotional development. Recent studies placed more focus on teacher-student relationships than older ones. Moderator analyses yielded lower effects for interventions addressing all four categories of classroom management strategies, tentatively indicating that a too-broad focus seems less effective than more targeted interventions.