School Psychology, Vol 40(3), May 2025, 309-322; doi:10.1037/spq0000625
A growing evidence base demonstrates the effectiveness of teacher training and coaching interventions to improve teacher- and child-level outcomes in high-income countries. However, more information is needed to show the benefits of these interventions in low- and middle-income countries (LMICs). To provide an evidence base for LMICs, we conducted a cluster-randomized controlled trial examining the efficacy of a teacher training and coaching intervention for promoting children’s social, emotional, and behavioral competence, Reaching Educators and Children (REACH) Classroom Check-Up (CCU), on teachers’ behaviors, teacher–child relationship quality, and children’s social competence and problem behaviors. Participants included 20 early childhood teachers and 175 children (4–6 year olds) in Turkey. Findings indicate that REACH CCU increased teachers’ positive behaviors and teacher behaviors that support social, emotional, and behavioral competence of children, while reducing teachers’ negative behaviors. Teachers in REACH CCU demonstrated an increased level of closeness and reduced levels of conflict with children in their classrooms. Furthermore, REACH CCU improved teacher-reported social competence and reduced problem behaviors of children. Results provide evidence that REACH CCU is a promising approach for improving teachers’ behaviors, teacher–child relationship quality, and children’s social, emotional, and behavioral competence, especially in LMICs. (PsycInfo Database Record (c) 2025 APA, all rights reserved)