Impacts of school-wide positive behaviour support: Results from National Longitudinal Register Data

Problem behaviour in schools may have detrimental effects both on students' well-being and academic achievement. A large literature has consistently found that school-wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. In this paper, we used population-wide longitudinal register data for all Norwegian primary schools and a difference-in-difference (DiD) design to evaluate effects of SWPBS on a number of primary and secondary outcomes, including indicators of externalising behaviour, school well-being, pull-out instruction, and academic achievement. Indications of reduced classroom noise were found. No other effects were detected. Analyses revealed important differences in outcomes between the intervention and control schools, independent of the implementation of SWPBS, and that a credible design like DiD is essential to handle such school differences.

Behavioral Trajectories During Middle Childhood: Differential Effects of the School-Wide Positive Behavior Support Model

The aims of this study were to assess the longitudinal trajectories of externalizing problem behavior during middle childhood among typically developing children and to examine subgroup differences in the effectiveness of the School-Wide Positive Behavior Support (SWPBS) model, called N-PALS in Norway. Participants were approximately 3000 students, and behavioral assessments were performed by class head teachers at four time points from the 4th or 5th grade through the 7th grade. Using a combination of latent class growth analyses (LCGA) and growth mixture modeling (GMM), four distinct trajectory classes were identified, i.e., persistent low (84.4%), persistent high (2.5%), decreasing (7.9%), and increasing (5.3%). An indication of a significant positive effect of the N-PALS model was found for students with a persistently high-risk trajectory. The current study adds to the evidence that this school-wide prevention model can moderate the development of externalizing behavior problems among children and youth.

The longitudinal association between internalizing symptoms and academic achievement among immigrant and non-immigrant children in Norway

The aim of this study was to explore the longitudinal relation between internalizing symptoms and academic achievement, as two processes of children and youth development, among children in Norway, and whether having an immigrant background moderated this association. Data collected from 4,458 students in Norway in four waves over three years were analyzed with multi-group latent growth curve modeling (LGM). Results showed that internalizing symptoms level remained unchanged over time both for immigrant and non-immigrant children, while levels of academic achievement increased only for children of immigrants with both parents born outside of Norway. Further analyses supported a reciprocal relation between internalizing symptoms and academic achievement and revealed that the initial level of academic achievement predicted the rate of change in internalizing symptoms over time, but not vice versa. Moreover, immigrant background did not moderate the associations in the model, however, children of immigrants with both parents born abroad initially had lower levels of academic achievement, but showed an increase in academic achievement, compared to their non-immigrant peers as well as to peers with one native-born parent after controlling for gender and their grade at the first observation. The implications for policy and practice were discussed.

Environmental and temperamental correlates of alcohol user patterns in grade 7 students

Aims

We examined the effects of temperamental dispositions, friends using alcohol and parental monitoring on grade 7 students' alcohol use patterns.

Design

The analyses were drawn from a cross-sectional survey of 3710 grade 7 students (mean age =12.53) that participated in a large Norwegian school-based intervention study. Alcohol user patterns were measured through combining self-reported lifetime alcohol experience, heavy episodic drinking and any alcohol involvement in the previous 30 days. Behavioural inhibition/activation sensitivity (BIS/BAS), parental monitoring and the number of friends using alcohol were measured through the adolescents' self-report.

Results

As many as 68.8% of boys and 83.3% of girls were non-users of alcohol, whereas 9.1% of boys and 3.9% of girls reported use of alcohol last month. Heavy episodic drinking last month was reported by 3.1% of the boys and by 0.8 % of the girls. A multinomial regression analysis revealed strong associations between the number of friends using alcohol and alcohol user patterns, moderate inverse associations between parental monitoring and alcohol user patterns, and a weak association between BIS/BAS components and alcohol user patterns.

Conclusion

The results demonstrate the importance of socio-environmental factors in a period in which alcohol use is predictive of later negative outcomes.