Mixed-methods systematic review explores how culturally responsive strategies affect classroom behaviour and wellbeing of CALD primary students, suggesting improvements in educational practices.
Objective: This mixed-methods systematic review (MMSR) aims to synthesise quantitative and qualitative evidence on how culturally responsive strategies (CRS) influence classroom behaviour and wellbeing among primary-aged students from culturally and linguistically diverse (CALD) backgrounds. Introduction: CALD students frequently experience inequities in classroom behaviour interpretation and wellbeing due to culturally misaligned educational practices and dominant Western frameworks. Although CRS has been proposed to address these disparities, existing research is fragmented and inconsistent in both methodology and outcomes. A mixed-methods systematic review is needed to integrate effectiveness data with contextual insights. Inclusion criteria: This review will include studies involving primary-aged CALD students, examining CRS interventions or practices, and reporting outcomes related to classroom behaviour and/or wellbeing in educational settings. Methods: The review will follow JBI methodology for MMSR. Databases including MEDLINE, ERIC, PsycINFO, CINAHL, and Scopus will be searched. Quantitative and qualitative studies will be critically appraised, and findings will be integrated using a convergent integrated approach. Study selection, data extraction, and appraisal will be conducted by independent reviewers.
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Zhao et al. (2026) studied this question.
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