Volume 32, Issue 4 (2003)
Commentary: Establishing Efficient and Durable Systems of School-Based Support
Clearly, schools have the potential to affect the incidence and prevalence of antisocial behavior among school-age children and youth (Biglan, 1995; Mayer, 1995; Safran & Oswald, 2003). On each of the 160 or more days of the school year, students have opportunities to learn and practice important academic skills and social behaviors, see and interact with peers and adults who model and promote prosocial skills, and receive recognition and constructive feedback about their behavior.When teacher-student interactions are generally positive, adult-directed, predictable,and engaging, schools can serve an important primary or universal prevention role in inhibiting the development of antisocial behaviors,promoting prosocial behaviors, and maximizing academic achievement.
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