This study systematically reviewed and quantitatively synthesized the evidence for the impact of different types of school-based interventions on the reduction of school exclusion.
Based on the 37 studies eligible for meta-analysis, under a random effects model, results showed that school-based interventions significantly reduced school exclusion during the first 6 months after implementation SMD = .30, 95% CI [.20, .41], p < .001. The impact at follow-up (i.e., 12 or more months) was reduced by half Based on the 37 studies eligible for meta-analysis, under a random effects model, results showed that school-based interventions significantly reduced school exclusion during the first 6 months after implementation SMD = .30, 95% CI [.20, .41], p < .001. The impact at follow-up (i.e., 12 or more months) was reduced by half and it was not statistically significant. Heterogeneity was mainly explained by the role of the evaluator: independent evaluators reported lower effect sizes than researchers involved in the design and/or delivery of the intervention. Four approaches presented promising and significant results in reducing exclusion: enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers. Results show that school-based interventions can be effective in reducing school exclusion in the short term. Some specific types of interventions show more promising and stable results, but, based on the small number of studies involved in their calculations, the authors suggest that results be interpreted with caution. (Published abstract provided)