Commentary: Making Patient Data Count-Opportunities and Challenges for Open Science in Clinical Psychology.

To promote children's school and psychological well‐being, and optimize an effective learning environment, a positive prosocial classroom climate is of crucial importance (Evans et al. ; Wang et al. ). Positive, caring, and supportive classroom climates are associated with less bullying perpetration and victimization (Saarento and Salmivalli ; Thornberg et al. ). Specifically, prosocial classrooms are characterized by prosocial behavior, collaboration, few conflicts, and high‐quality teacher and peer interactions (Khalfaoui et al. ; Villardón‐Gallego et al. ; Wang et al. ). Guided by basic psychological needs theory (Ryan and Deci ), it is posited that creating a prosocial classroom climate requires strategies that stimulate students' motivation for positive behaviors, through fulfilling their basic psychological needs (Cheon et al. ; Ryan and Deci , ). These needs concern , that is, feeling control over one's decisions, , that is, trusting one's own ability, and , that is, feeling connected and safe. Basic psychological needs fulfillment is associated with greater empathy towards others, better coping with conflicts, internalization of a prosocial classroom norm, a caring classroom environment, and motivation to behave prosocial (Cheon et al. ). Moreover, goal‐framing theory subsequently explains such behaviors can persist within : it posits that group norms determine which behaviors are supported and reinforced, versus which behaviors are rejected (Lindenberg and Steg ). Therefore, prosocial behavior must become a social in the classroom to ensure that it persists. Maintaining such a norm occurs through perceiving prosocial attitudes and behavior, as well as support by others (Lindenberg and Steg ). To this end, the current study investigates the effectiveness of a school‐based program promoting a prosocial classroom climate in primary schools, stimulated by increasing prosocial intrinsic motivation through enhancing basic psychological needs (Dutch adaptation of Meaningful Roles; van Loon and Kaufman ). The Dutch adaptation of Meaningful Roles was informed by the American pilot version of Meaningful Roles (Ellis et al. ): A school‐wide role‐based program, reinforced through the use of compliments, that offers bullies prosocial alternatives to their behavior by increasing autonomy and relatedness. Students in secondary school were assigned roles such as student clerk, announcer, hall monitor, or safety engineer. In addition, students wrote compliments for prosocial behavior among classmates. These compliments were displayed in public. Implementation of the program was associated with significant reductions in all four school‐level factors: fewer fights per month, fewer days absent per month, a lower frequency of illness/injury per month, and less detention per month (Ellis et al. ). The current program was adapted for elementary school students (since the intervention developers are experts in implementing social safety programs in primary education) and focuses not specifically on bullies, but on the entire group. Although our framework is broader than the original Meaningful Roles motivational framework, it is still grounded in the same underlying principles. Similar to the original model, our approach builds on the idea that desirable and undesirable behaviors stem from the same fundamental motivations. In our case, these motivations are conceptualized within the framework of the basic psychological needs theory of the self‐determination theory (SDT), emphasizing the need for autonomy, competence, and relatedness, rather than using the original terms referring to dominance or status goals. While we do not explicitly adopt the evolutionary perspective as the underlying framework—since our focus extends beyond bullying—the model remains motivational and functional in nature.