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This meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher–student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.

We developed a teacher Professional Development (PD) program targeting Dutch second and third grade teachers (student age: 7 to 9 years old), aiming to improve the early reading performance of students following recent concerns in this domain (e.g., Ministerie van Onderwijs, Cultuur en Wetenschap [Ministry of Education], 2009, 2010) and in acknowledgement of the widely established importance of early acquired literacy skills (Bodovski & Youn, 2011; Snow, Burns, & Griffin, 1998).