The role of other-gender peer relationships in promoting classroom supportiveness: A randomized controlled trial of an elementary school intervention program.
Year: 2025
Type: article
Study designs: Randomized Controlled Trial, Clinical Trial
Abstract: Given the important role of school climate in social, emotional, and academic functioning, reform efforts have increasingly focused on implementing strategies to increase students' sense of safety, engagement, and belonging. The present study offers a unique approach toward this goal by simultaneously testing the efficacy of two interventions, (a) Meet Up and (b) Buddy Up (MUBU), designed to promote positive classroom relationships among diverse groups of peers (e.g., other-gender relationships). Using a randomized-controlled trial, MUBU was evaluated with 346 4th graders (53.5% girls; 54.9% White) by comparing students in the intervention classrooms with students in the control classrooms on measures of peer supportiveness and other-gender acceptance, familiarity, and prosociality. Consistent with hypotheses, students who participated in MUBU showed improved perceptions of other-gender peers (i.e., other-gender acceptance and prosociality) and heightened classroom supportiveness toward the end of the school year when controlling for baseline levels. Results also revealed that other-gender acceptance and prosociality mediated the intervention effects on classroom supportiveness. MUBU represents a promising strategy for improving peer dynamics in the classroom by specifically highlighting the benefits of fostering positive other-gender relationships. (PsycInfo Database Record (c) 2026 APA, all rights reserved).
Source: School Psychology
DOI: 10.1037/spq0000724
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Funder: Arizona State University
OpenAlex ID: W4416995286