What Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children: A Cluster Randomized Controlled Study

INTRODUCTION: Having a prosocial classroom climate is crucial for promoting children's school and psychological well-being, as well as in optimizing an effective learning environment. School-based programs can foster more prosocial classroom climates, but few evidence-based options are available. This study examined the effectiveness of a primary school program aimed at promoting prosociality by enhancing students' intrinsic motivation through the support of basic psychological needs (autonomy, competence, and relatedness). METHODS: = 38.69 years, SD = 11.09) across 42 schools in the Netherlands. Schools were randomized to an experimental condition (N = 20 schools, N = 1199 students, N = 115 teachers) or control condition (N = 22 schools, N = 1138 students, N = 110 teachers). Regression analyses were conducted at mid- and end-of-year, adjusted for baseline levels, comparing conditions in the full sample and a subsample with ideal program fidelity. RESULTS: Results across the entire sample showed no significant effects. Teachers reported increased attitudes toward stimulating prosocial behavior and autonomy. When the program was implemented as intended (with a subsample of N = 202-253 students), small effects were found mainly mid-school year. Students who received the program fared better than those in the control condition in terms of fulfilling basic psychological needs, prosocial classroom climate, school well-being and safety, and antisocial behavior. CONCLUSION: In conclusion, no effects were found in the full sample, only in a small subgroup that reported ideal program fidelity. Understanding optimal program implementation is essential, as effectiveness depends on the degree of program fidelity.