Esther Mertens

| 113 Components of School-Based Interventions What to Do or Not Do to Stimulate Students’ Intrapersonal and Interpersonal Domains: Meta- Analysis of School-Based Intervention Components Schools are expected to foster not only their students’ cognitive development, but also their students’ wellbeing. Schools should implement policies and practices striving to improve students’ attitudes, values, and social support (Langford et al., 2014; World Health Organization, 1995). To this end, a range of universal school-based interventions have been developed to enhance students’ intrapersonal and interpersonal domains as both domains are markers of positive development, psychosocial wellbeing, and preparedness for future social interaction (e.g., within occupational, romantic, and family domains; Barber, 2005; Shek & Leung, 2016). The intrapersonal domain refers to managing one’s own feelings, emotions, and attitudes pertained to the individual self (Barber, 2005). The interpersonal domain refers to the ability to build and maintain positive relationships with others and to understand social situations, roles, and norms, and respond appropriately (Pellegrino & Hilton, 2012; Shek & Leung, 2016). Even though the two domains bidirectionally influence each other, they are considered as distinct domains. While the intrapersonal domain represents an individual’s subjective psychological functioning, the interpersonal domain represents an individual’s social functioning (Dufner, Gebauer, Sedikides, & Denissen, 2019). Students can acquire competencies in both domains by mastering relevant cognitive, affective, and social skills, such as the ability to identify emotions (intrapersonal domain) and perspective taking (interpersonal domain; Durlak, Weissberg, Dymnicki, & Taylor, 2011). They are at increased risk of developing problems in the intrapersonal domain, such as internalizing behavior, or in the interpersonal domain, such as aggression, when mastery of (some of) these skills lacks or falls behind (Modecki, Zimmer-Gembeck, & Guerrà, 2017; White, Jarrett, & Ollendick, 2013). Children’s intra- and interpersonal domains develop throughout their youth, but the importance of these skills becomes particularly pronounced in adolescence when adolescents consolidate their own identity and peer relationships become increasingly important. They spend less time at home and longer hours at school which provides them increasing opportunities and requirements to interact with others, such as peers, teachers, and romantic partners (Barber, 2005). This makes secondary school a potentially good target for interventions to foster the intra- and interpersonal domains. 6