Wellbeing Systematic Review Impact Map and Evidence Gap Map
Academic achievement, Health promotion, Persistence, Research, Resilience (Personality), Social behaviour, Student engagement, Systematic reviews, Well being
This Impact Map presents the estimated effects of interventions on student academic and wellbeing outcomes, moderated by contextual and program characteristics. Each circle reflects the level of impact according to the statistical effect size, Hedge’s g, from the meta-analyses of 75 studies (see Main Report). To aid interpretation of the academic results in an educational context, effect sizes are interpreted in terms of months additional learning, ahead of students in non-intervention control groups, based on the conversion metric used by Evidence for Learning and the Education Endowment Fund. The accompanying Evidence Gap Map visualises the available evidence and gaps in evidence that underpin the results presented in the Impact Map. The 75 studies were categorised into seven intervention types and defined by five sets of characteristics. For example, the most evidence was available for social-emotional skills programs in primary schools, delivered by the trained classroom teacher over a long period, targeting academically at-risk students. Empty cells indicate a lack of high-quality evidence for the type of intervention and characteristic, and suggest a need for more interventions of that nature and the need for further research.
Carslake, T., & Dix, K. (2020). Wellbeing Systematic Review Impact Map and Evidence Gap Map. Australian Council for Educational Research. https://research.acer.edu.au/well_being/16
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Australian Council for Educational Research
State of Evidence: Wellbeing Interventions and Impact on Student Learning. Key messages