Prosocial behavior development among schoolchildren: an overview of reviews

1

2024

(González Moreno & Molero Jurado, 2024)

The aim of this systematic review is to analyze and synthesize existing programs targeting bullying prevention and the promotion of prosocial behavior among adolescents in educational settings. The authors sought to identify and systematically categorize effective strategies and approaches employed across different countries, and to evaluate their impact not only on reducing school violence but also on fostering positive behavioral patterns among adolescents. Particular attention was paid to identifying differences in the design of programs focused on bullying prevention versus those aimed at developing personal and social competencies.

The findings of the systematic review indicate that implemented programs reduce bullying and promote prosocial behavior among adolescents while also improving emotional regulation, empathy, and interpersonal skills. Furthermore, such programs positively influence school climate, emotional well-being, and students' mental health by reducing anxiety and depressive symptoms and increasing motivation to learn. The greatest effectiveness was observed in programs combining bullying prevention with the development of social and emotional skills, thereby fostering stable self-esteem, constructive conflict resolution, and long-term social adaptation. The findings underscore the importance of comprehensive programs that integrate bullying prevention and prosocial behavior development to support adolescent well-being in educational settings.

2

2024

(Brennan et al., 2024)

The aim of this systematic review is to analyze and synthesize the literature on the use of group-based programs to enhance prosocial behavior and reduce antisocial behavior among schoolchildren, and to evaluate the quality of existing research in this area. The authors sought to identify which types of prosocial and antisocial behavior are most commonly targeted by school-based interventions; to analyze the short-term and long-term behavioral interventions employed; and to assess the extent to which studies meet the What Works Clearinghouse [https://ies.ed.gov/ncee/wwc/] quality standards.

The main findings indicate that group-based programs predominantly employ positive reinforcement, or a combination of reinforcement and punishment, to influence student behavior. The majority of studies targeted the reduction of antisocial behavior rather than the promotion of prosocial behavior. All interventions aimed at increasing prosocial behavior relied solely on positive reinforcement, whereas both reward and punishment methods were applied to reduce antisocial behavior. However, none of the 22 included studies met the What Works Clearinghouse quality standards without reservations—the most common shortcomings being insufficient data on interobserver agreement and on the demonstration of behavioral effects over time. The authors emphasize the need for further research focused on fostering prosocial behavior and on the exclusive use of positive, ethically sound behavioral intervention methods in educational settings.

3

2024

(Houston et al., 2024)

The aim of this systematic review is to analyze and synthesize the literature on the effectiveness of teacher-implemented emotion talk as a primary strategy for developing social and emotional skills in preschool-aged children. The authors sought to describe the characteristics and quality of studies, examine participant demographics, evaluate the impact of interventions on various aspects of children's social-emotional development, and explore features of teacher professional development.

The main findings indicate that teacher-led emotion discussions are predominantly implemented through shared reading of emotionally relevant books and discussion of characters' feelings, which facilitates children's development of emotional knowledge, emotional understanding, prosocial behavior, and engagement in group activities. The most pronounced effects are observed in the enhancement of emotional knowledge and understanding, as well as in the development of prosocial behavior and communicative skills. Limitations include a small number of studies, insufficient detail regarding participant demographic characteristics (particularly disability status and ethnicity), and limited attention to teacher professional development and fidelity of intervention implementation. The authors underscore the need for further research aimed at identifying the most effective components of the emotion talk strategy, expanding sample sizes, and improving reporting transparency to enhance the effectiveness and replicability of findings across diverse educational contexts.

4

2023

(Byrne et al., 2023)

The aim of this systematic review and meta-analysis is to investigate the association between prosocial-promoting programs (voluntary actions for the benefit of others) and health outcomes, based on clinical and observational studies.

The review demonstrated that prosocial acts—including acts and expressions of kindness, monetary gifts, and pay-it-forward actions—are associated with improved health outcomes among both those who perform them and the beneficiaries, particularly among vulnerable populations. The most pronounced effect was observed for the pay-it-forward approach, which contributed to increased uptake of diagnostic testing and vaccination. Community cohesion and solidarity, as well as shared experiences of vulnerability, played an important role. Prosocial programs contribute to reducing health inequalities and may benefit both those implementing the intervention and those participating in it.

5

2023

(Kömürcü Akik, 2023)

The aim of the review is to analyze the concept of mindful parenting and its association with children's prosocial behavior, and to identify how mindfulness practices in parenting influence emotional regulation, stress reduction, the quality of parent-child interaction, and the development of children's empathy, willingness to help, sharing, and cooperation.

The review demonstrated that mindful parenting is associated with improvements in children's psychological well-being, reductions in behavioral difficulties, increased social competence, and a greater propensity for prosocial behavior. Mindful parenting practices help mitigate the impact of stressful situations (e.g., the pandemic) on child development and exert a positive influence on adolescents by reducing internalizing and externalizing problems and enhancing overall well-being. The authors emphasize the importance of integrating mindfulness practices into parental support programs for the holistic development of children.

6

2023

(Martí-Vilar et al., 2023)

The aim of the review was to systematically analyze psychosocial programs employing music-based methods to promote prosocial behavior among social groups at risk of social exclusion, and to evaluate their effectiveness and impact on health outcomes.

Analysis of 11 empirical studies established that music-based programs, in the majority of cases, contribute to increases in prosocial behavior—including cooperation, helping, and empathy—reduce aggression and emotional difficulties, and foster positive relationships and stronger social bonds among children and adolescents from vulnerable groups. Music activities were found to create a safe space for self-expression, facilitate social integration, and serve as an alternative to antisocial behavior. However, their effectiveness depends on program structure, target group characteristics, and evaluation methodology: some studies found no significant changes, which the authors attribute to methodological limitations or insufficient program duration. Overall, the review confirms the potential of music-based interventions as a tool for promoting prosocial behavior and preventing deviant behavior in contexts of social exclusion risk, while emphasizing the need for further research to clarify optimal conditions and mechanisms of impact.

7

2023

(Grüning et al., 2024)

The aim of the review was to present a practical taxonomy and critical analysis of digital programs designed to promote prosocial behavior in online environments, with an emphasis on their applicability for practitioners and platforms.

The authors identify three types of digital programs based on the timing of their implementation: proactive (prior to the occurrence of desired behavior), interactive (concurrent with the behavior), and reactive (following the behavior), providing examples of empirically validated solutions for each category, and discussing their effectiveness, limitations, and implementation recommendations, as well as approaches to collaboration between researchers and practitioners. The analysis demonstrates that, despite a growing body of research, most platforms and practitioners rarely draw on scientific evidence when developing digital interventions, preferring internal testing. The authors emphasize that enhancing the effectiveness of prosocial digital programs requires further research, adaptation of solutions to platform-specific contexts, and active engagement between science and practice to ensure broader and more evidence-based implementation of these tools in online environments.

8

2023

(Van Lange & Manesi, 2023)

The aim of the review was to synthesize diverse perspectives and identify key components for effective watching-eye interventions designed to promote prosocial behavior.

The findings indicate that effective impact requires four conditions: (1) anonymity—eye images should reduce participants' sense of anonymity; (2) low social density—the effect is stronger in settings with few people; (3) low cost—eye images exert a greater influence on low-cost prosocial actions; and (4) brief exposure—stimuli should appear for a limited duration. The authors note that the watching-eye effect may be less substantial than previously assumed; however, given the low cost of implementation, such interventions remain an effective tool for encouraging prosocial behavior under specific conditions.

9

2023

(Villalonga-Aragón et al., 2023)

The aim of this review was to systematize research on educational programs for university bystanders targeting the prevention of and intervention in cases of gender-based violence, and to conduct a descriptive analysis of such programs.

The authors analyzed 15 articles published over the preceding 19 years, the majority of which (86.7%) were published within the last decade. The findings indicated that all reviewed programs demonstrated positive effects in accordance with their stated objectives, including reductions in sexual violence perpetration, increases in prosocial behavior, and improvements in the recognition of various forms of violence. Despite methodological variation and diversity in variables and measurement instruments employed, the review highlights the value of preventive educational interventions and suggests that the concurrent and continuous implementation of diverse strategies may have long-term effects in the higher education context.

10

2022

(Crone et al., 2022)

The aim of the review was to examine adolescence as a unique developmental period for the development of prosocial behavior, against the backdrop of ongoing brain maturation and evolving social interactions.

The review incorporates contemporary data on neural mechanisms associated with the development of prosociality in adolescents, including value orientations, perspective-taking, and goal flexibility, as well as the influence of context (recipient, audience, motivation for prosocial behavior). Prosocial experiences across diverse social situations are noted to contribute to the formation of active civic engagement and societal participation. Program findings suggest that supporting prosocial behavior opens new avenues for positive socialization of adolescents, offering a framework for viewing adolescent social sensitivity as a developmental resource rather than a risk factor.

11

2022

(Aldabbagh et al., 2022)

The aim of the review was to systematically analyze the effectiveness of teacher-implemented programs supporting children with externalizing behavioral problems, and to evaluate the impact of these interventions on both teachers and children aged 2–13 years. Only randomized controlled trials assessing the effects of programs on children with behavioral difficulties and on teachers themselves were included.

The meta-analysis demonstrated that teacher-implemented interventions exert positive effects on both educators and children: teachers showed increased use of effective behavior management strategies, greater relational closeness with children, and a moderate reduction in relational conflict. Children demonstrated reductions in the severity of behavioral problems and ADHD symptoms, as well as increases in prosocial behavior. The sole analysis employing fully blinded assessment confirmed a moderate but statistically significant reduction in behavioral problems as a result of the intervention. The authors conclude that the findings support the effectiveness of teacher-implemented programs for improving child behavior and teaching practices, while emphasizing the need for further studies using blinded (independent) assessments and examining the impact of such programs on teacher well-being.

12

2022

(Sipes et al., 2022)

The aim of this review was to systematically analyze the neural correlates of prosocial behavior in adolescence using fMRI data and to integrate research findings into a new model—the "DOmain-General Developmental 'Do-GooD' network model"—describing the development of prosocial cognition in adolescents.

Analysis of 25 studies demonstrated that prosocial decision-making in adolescence is associated with the coordinated activity of three core neural networks: the default mode network (responsible for computing value for self and others), the salience network (tracking fairness and affective significance), and the executive control network (developing during adolescence and supporting social norm values). The contributions of all three networks converge in the ventromedial prefrontal cortex, facilitating prosocial decision-making. The review not only synthesized contemporary neuroscientific evidence on the development of prosociality but also proposed directions for future research and potential targets for educational and clinical programs aimed at fostering prosocial behavior in adolescents.

13

2022

(J. Li & Shao, 2022)

The aim of the review was to systematize and analyze studies on programs examining the influence of sports participation on the development of prosocial behavior in children and adolescents, including both typically developing participants and those with special educational needs.

Analysis of 27 studies established that sports participation contributes to improvements in prosocial behavior, development of social skills, reduction of aggression and destructive behavioral patterns, and enhancement of psychological well-being in children and adolescents. Different types of physical activity were found to exert varying degrees of influence; for children with special educational needs, sports participation was found to be particularly beneficial for social adaptation. The need for further randomized controlled trials was identified to obtain more robust evidence of the effectiveness of sports programs and to develop optimal programs for different subgroups of children and adolescents.

14

2021

(Ng & Ong, 2022)

The aim of the review was to identify and evaluate the effectiveness of positive psychological interventions (PPIs) for enhancing well-being across different cultural contexts, and to assess their applicability for both general and clinical populations.

The findings indicated that PPIs are generally effective for enhancing subjective well-being and reducing depressive symptoms in both general and clinical populations; however, their effectiveness may vary depending on cultural context. Certain types of PPIs (e.g., gratitude expression) were found to be less effective for individuals from Asian cultures compared to Western cultures, whereas prosocial behavior demonstrated universal effectiveness across all cultural contexts. The most promising directions for PPI development include cultural adaptation, technological support, and individualization to ensure optimal person-activity fit.

15

2021

(Shin & Lee, 2021)

The aim of the review was to examine the effectiveness of programs designed to develop prosocial behavior in adolescents and to identify factors influencing variability in their effectiveness.

The authors conducted a meta-analytic review of 33 studies employing prosocial behavior programs for adolescents with a control group or pre-post comparison design. Programs targeting prosocial behavior in adolescents yielded a small positive overall effect (g = 0.442; 95% CI). Moderator analysis revealed that programs aimed at enhancing social competence had a larger effect than those targeting the prevention of problem behavior, and programs using other-report assessments showed a larger effect than those relying on self-report measures. However, this finding may have been partly attributable to publication bias, necessitating caution in the interpretation of results.

16

2021

(Shiota et al., 2021)

The aim of the review was to examine the effectiveness of programs utilizing positive emotions to stimulate desired behavioral change. The authors considered how positive emotions can serve as a motivational tool for behavior change in three key domains: healthy eating and physical activity, prosocial behavior, and environmentally responsible behavior.

The findings indicated that programs based on positive emotions can be effective when they emphasize the immediate pleasure derived from desired behavior and when positive emotions are employed as direct reinforcement. For successful behavior change, it is important to associate desired actions with immediate positive experiences rather than solely with distal, abstract benefits. The authors also noted that social rewards for desired behavior (e.g., approval and social support) are particularly effective and less susceptible to negative side effects compared to material incentives.

17

2021

(Smith et al., 2021)

The aim of the review was to conduct a meta-analysis of randomized controlled trials of the Good Behavior Game (GBG) to evaluate its short-term impact on student learning outcomes.

The findings demonstrated that GBG significantly outperformed control conditions on three outcome measures: teacher-rated behavioral problems (g = 0.095), peer-rated behavioral problems (g = 0.190), and peer-rated shyness/withdrawal (g = 0.091). The effect of GBG on behavioral problems was stronger for girls than for boys according to teacher ratings. A significant effect on reading was observed only among boys (g = 0.316). The authors note that the effects of GBG proved more modest (g = 0.09–0.49) than previously reported in meta-analyses of single-case studies, and conclude that GBG may not be as effective as initially assumed.

18

2021

(I. D. S. Freitas et al., 2021)

The aim of the review was to describe programs targeting the development of prosocial behavior among children and adolescents in school settings, based on the analysis of studies published between 2000 and 2020.

Analysis of 21 articles established that the majority of programs (19 out of 21) demonstrated positive effects not only in terms of increased prosocial behavior but also in improvements in social-emotional skills, reductions in disruptive behavior, enhanced interpersonal relationships, and academic achievement. The authors note that, despite the diversity of approaches, formats, and theoretical frameworks, the vast majority of programs proved effective, and their implementation contributes to a favorable school climate and to the prevention of various psychological and behavioral problems. The need for further research on the sustainability of obtained effects, the comparative effectiveness of different models, and the development and adaptation of such programs in the Global South—where such initiatives remain underrepresented—is emphasized.

19

2020

(Laguna et al., 2020)

The aim of this review was to systematically analyze studies evaluating the effectiveness of programs promoting prosocial behavior, with a focus on helping behavior. The review encompassed experimental and quasi-experimental studies conducted across various settings.

Analysis of 49 articles meeting the inclusion criteria identified 63 programs, the majority of which targeted children and adolescents. The authors identified three primary strategies for promoting prosocial behavior: behavioral, cognitive, and emotional. The majority of programs (71%) were described by the researchers as effective in increasing prosocial behavior. The review provides methodological recommendations for researchers on conducting effectiveness studies of programs aimed at developing prosocial behavior, as well as practical recommendations for practitioners on empirically validated strategies for promoting helping behavior.

20

2020

(E. E. Lee et al., 2020)

The aim of this review was to evaluate the effectiveness of programs targeting specific components of wisdom, including prosocial behavior, emotional regulation, and spirituality.

Analysis of 57 randomized clinical trials (N = 7,096 participants) revealed that programs effectively improved all three components of wisdom. The meta-analysis yielded significant standardized mean differences for prosocial behavior (23 studies; SMD = 0.43), emotional regulation (12 studies; SMD = 0.67), and spirituality (12 studies; SMD = 1.00). Despite considerable heterogeneity and the presence of publication bias, 47% of studies demonstrated significant improvements with medium to large effect sizes. Programs targeting older adults were particularly effective for prosocial behavior. The findings confirm that components of wisdom can be successfully cultivated in individuals with mental or physical illness, as well as in the general population.

21

2020

(A. Lee & Gage, 2020)

The aim of the review was to systematize the full range of effects of School-Wide Positive Behavior Interventions and Supports (SWPBIS)—a multi-tiered support framework for preventing problem behavior and enhancing prosocial behavior among schoolchildren—at the school level. The authors aimed to conduct a systematic review complementing and extending existing evidence by analyzing both published and unpublished studies.

Analysis of a total of 29 studies (including seven randomized controlled trials and 22 quasi-experimental group studies) conducted in the United States and European countries demonstrated a significant reduction in school disciplinary incidents alongside improvements in academic achievement, with small to moderate effect sizes.

22

2018

(Spinrad & Gal, 2018)

The aim of the review was to examine approaches to fostering prosocial behavior and empathy in children. The authors analyzed various types of prosocial behavior, distinguishing between intrinsically and extrinsically motivated prosocial actions, and examined the role of empathy and sympathy in shaping prosocial behavior.

The review identified key socialization factors contributing to the development of prosocial behavior in children: parental warmth and sensitivity, emotional socialization practices, and the encouragement of prosocial actions in the absence of material rewards. The review also confirmed the effectiveness of school-based and family programs in improving children's prosocial behavior. The authors highlight the need for further research to understand the motivation underlying different types of prosocial behavior and the conditions under which children display prosociality toward different groups of people.

23

2017

(Forgeron et al., 2017)

The aim of the review was to identify and evaluate the effectiveness of psychosocial programs for improving the social functioning of children and adolescents with chronic somatic conditions.

The systematic review included 13 quantitative studies encompassing children with various chronic conditions (e.g., diabetes, epilepsy, cerebral palsy, respiratory diseases). The broad range of program formats and content precluded meta-analysis. Despite small effect sizes, the findings indicate reductions in loneliness and peer-related difficulties alongside increases in prosocial behavior and social acceptance following program participation. Most programs were primarily oriented toward the development of disease-related communication skills, which imposed limitations on their scope. The most pronounced improvements were observed in programs specifically targeting social skill development and comprising multiple sessions. The authors emphasize the need for further research and the development of more targeted programs capable of addressing the unique social challenges of this population to enhance social functioning and overall well-being.

24

2016

(Lane & Ledford, 2016)

The aim of the review was to identify and evaluate the effectiveness of programs targeting the development of sharing behavior in children with delays or deficits in social skill development. The authors analyzed various types of programs, assessed the methodological rigor of studies, and evaluated intervention effectiveness.

A review of 20 studies demonstrated that the most effective program components include reinforcement of prosocial behavior, role-playing with adults, verbal and physical prompting, and live modeling. The majority of methodologically rigorous studies yielded positive results in enhancing material-sharing behavior among children with autism spectrum disorders and learning difficulties. The authors note that children who demonstrate age-appropriate sharing behavior are more likely to be regarded as friends by their peers and to have greater opportunities to practice other prosocial skills, thereby underscoring the importance of such programs.

25

2015

(Montgomery & Maunders, 2015)

The aim of the review was to evaluate the effects of creative bibliotherapy for the prevention and reduction of internalizing and behavioral problems in children aged 5–16 years, and for the enhancement of prosocial behavior.

The authors conducted a systematic review of randomized controlled trials, assessing the methodological rigor and effectiveness of programs. The findings demonstrated that creative bibliotherapy exerts small to moderate positive effects on internalizing problems (δ = 0.48–1.28), behavioral problems (δ = 0.53–1.09), and prosocial behavior (δ = 0–1.2) in children. The most effective program components include the identification of unhelpful beliefs, challenging their significance, and forming more realistic thoughts and assumptions, consistent with the mechanisms of cognitive-behavioral therapy.

26

2012

(Davidson & McEwen, 2012)

The aim of the review was to analyze the impact of social factors and targeted programs (e.g., cognitive therapy, physical activity, meditation) on neuroplasticity, and to examine the potential of these measures for enhancing well-being and developing prosocial behavior.

The review demonstrated that both stressful and supportive social influences substantially affect brain structure and function, particularly in areas associated with emotion and self-regulation (amygdala, hippocampus, prefrontal cortex). Programs aimed at developing prosocial behavior and reducing stress can induce neuroplastic changes, including increased prefrontal cortex volume and decreased amygdala volume, accompanied by improvements in emotional functioning and behavior. The authors underscore that well-being and self-regulation may be conceptualized as skills amenable to purposeful cultivation; however, further research is needed to clarify the mechanisms and long-term durability of these changes.

27

2009

(Biglan & Hinds, 2009)

The aim of the review was to analyze experimental studies on the effectiveness of community-level programs targeting the prevention and reduction of substance use, antisocial behavior, and associated risk factors among youth and adults. The authors argue that most psychological and behavioral problems are interrelated and conditioned by similar adverse environmental factors; therefore, to maximize effectiveness, comprehensive programs oriented toward creating supportive, nurturing environments in families, schools, and communities should be developed and implemented.

The analysis leads the authors to conclude that community-level programs can substantially reduce alcohol, tobacco, and other substance use, as well as diminish antisocial behavior among youth. However, most existing programs were found to focus on isolated problems without addressing their interrelationships, and rarely target modifications to the underlying environmental conditions that foster problem behavior. The authors recommend shifting the focus of research and practice toward the creation and maintenance of prosocial, supportive environments that minimize stress and adverse influences, and emphasize the need to integrate efforts at the level of families, educational institutions, and local communities for the sustainable promotion of well-being and the prevention of a broad range of psychological and behavioral disorders.