Meta-Analysis of Psychological Interventions for Reducing Aggression in Adolescents in School Environment

Aggression among adolescents in school environment represents a significant challenge for educators, mental health professionals, and policymakers worldwide. Psychological interventions offer promising avenues for reducing aggressive behaviors and fostering positive developmental outcomes. This meta-analysis systematically synthesized findings from ۵۲ empirical studies evaluating the effectiveness of various psychological interventions— including cognitive-behavioral therapy (CBT), social-emotional learning (SEL), and mindfulness-based programs — in reducing aggression among adolescents aged ۱۲ to ۱۸ in school contexts. A comprehensive literature search across multiple databases identified relevant studies published between ۲۰۰۰ and ۲۰۲۴. The aggregated results demonstrated a significant and moderate overall effect size (Hedges’ g = ۰.۵۶, ۹۵% CI: ۰.۴۸ to ۰.۶۴), indicating that psychological interventions effectively reduce adolescent aggression in educational environment. Subgroup analyses revealed that CBT interventions produced the strongest effects, followed by SEL and mindfulness approaches. Moderator analyses indicated that longer intervention duration and participant gender influenced outcomes, with longer programs and male participants showing greater reductions in aggression. Although mild publication bias was detected, sensitivity analyses confirmed the robustness of the findings. These results underscore the importance of implementing sustained, evidence-based psychological interventions to promote safer and more supportive school environments. Recommendations include adopting whole-school approaches, investing in professional training, and ensuring cultural responsiveness. The findings contribute valuable insights to guide future intervention design, policy development, and research in adolescent aggression prevention.

کلیدواژه ها:

Psychological Interventions ، Aggression ، meta-analysis