From Social Problems to Competencies: A Systematic Review of School-Based Interventions Preventing Targeted Violence Among Adolescents

Educational institutions are essential for social cohesion and for creating a harmonious environment, yet the connection between the social problems addressed by school-based interventions and the competencies they target among 10- to 19-year-olds remains underexplored. This systematic review examines school-based programs that aim to prevent targeted violence among adolescents and to reduce group divisions between "us" and "them." Specifically, we focused on three aspects: the social problems the studies represent, the theoretical frameworks they adopt, and the competencies they target. Following PRISMA guidelines, empirical intervention studies published between September 11, 2001 and January 30, 2026 were screened, and 74 studies were identified based on specific inclusion and exclusion criteria. These interventions addressed a range of social problems and drew on multiple theoretical frameworks, most often intergroup contact theory, social-cognitive training, and knowledge acquisition. The competencies these interventions target are classified as knowledge, attitudes, and practices; attitudes are targeted in almost every study, whereas practices and knowledge are addressed far less frequently. Moreover, of the 472 outcome measures recorded, over 90% of the distinct instrument sources identified were cited by only one study, indicating substantial inconsistency in how outcomes are operationalized. Despite differences in the methodology and characteristics of the studies, integrating these social problems, theoretical frameworks, and targeted competencies provides practical groundwork for promoting inclusive and socially cohesive school environments.