Promoting well-being by changing behaviour: a systematic review and narrative synthesis of the effectiveness of whole secondary school behavioural interventions.

This paper reports on a systematic review of the published literature on the effectiveness of whole-school behavioural interventions, which aim to promote emotional and social well-being among young people in secondary education. The findings are based on 27 studies of varying designs with some limitations. The results suggest that the literature is not well developed, and has a substantial skew towards interventions conducted in the United States. However, it does suggest that conflict resolution training is successful in promoting pro-social behaviours in the short term, and that the use of peer mediators may be effective for longer-term outcomes. The evidence relating to preventing bullying and disruptive behaviour is more varied, with evidence of mixed effectiveness being identified for the roles of the community, teachers, young people, external agencies and parents. [ABSTRACT FROM AUTHOR]