School Engagement

Rapid Review: What is the effect of school-based strategies or interventions that promote elementary and secondary student and caregiver engagement?

traduction en cours

Involving students in leadership roles, restorative justice programs, and inclusivity-focused programs are promising strategies to boost school engagement. Evidence is less clear for the impact of socio-emotional learning, behavioural and mental health-focused interventions: this is likely to change as more evidence becomes available.

Référence :

Neil-Sztramko, S.E., Burnett, T., Clark, E., Traynor, R.L., Caldwell, S., Blair, R., Derrick, Z., Tasawar, A., Dobbins, M. (2024, November 4). Rapid Review: What is the effect of school-based strategies or interventions that promote elementary and secondary student and caregiver engagement? National Collaborating Centre for Methods and Tools’ Rapid Evidence Service. https://nccmt.ca/pdfs/res/school-engagement

Sujet de santé publique :

Public Health

Question de la revue :

Population

Elementary and secondary school students and their caregivers

Intervention

School-based strategies or interventions to promote engagement, or school board policies to promote engagement applied at the school or school board level

Comparaison

Any comparator, including before-and-after intervention or non-randomized controls or no comparator

Résultats

Quantitative or qualitative measures of: student engagement (behavioural engagement, e.g., attendance, participation in extra-curriculars, school dropout; socio-emotional engagement, e.g., positive/negative reactions to school, relationships with teachers/peers, feelings of belonging/connectedness, feelings of safety; cognitive engagement, e.g., self-regulated learning, perceived relevance of schoolwork); caregiver engagement (attendance at school events, participation in parent councils, support for school messaging at home, time spent with children)

Contexte

High-income countries

Recherche mise à jour :

26 juin 2024

Recherche terminée :

4 novembre 2024

Version actuelle : version 1 Consulter la revue

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