School safety Not Applicable
Conditions
Interventions
The overarching framework for the intervention is guided by the premise that elementary school safety can be promoted through a positive school climate, which in turn is associated with better mental
5 additional schools in Year 2) in order to maximize the likelihood of intensive implementation. The intervention centers on three key areas: (i) at a universal prevention level, focusing on changes t
(ii) a more targeted approach, to help those with early signs of mental health problems (mental health first aid)
and (iii) engaging those involved in violent or aggressive situations at school through restorative justice practices. Each school will recruit a three-person leadership team (3-PLT) comprised of a sc
Sponsors
Michigan State University
University of Michigan Office of Research and Sponsored Projects
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Students: 1. Enrolled in intervention or control schools 2. All genders 3. 4th- 6th grade School staff and teachers: 1. Working at intervention schools 2. All genders 3. All ages
Exclusion criteria
Exclusion criteria: Students: 1. Non-students 2. Not enrolled in intervention or control schools 3. Not in 4th- 6th grade School staff and teachers: 1. Not working at intervention schools
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Student school-climate perceptions are measured by students self-reporting on the Student Climate Reflection Scale in the MiPHY Survey at baseline and 9 months (beginning and end of school year) 2. Emotional functioning (anxiety and depression symptoms) data are measured by students self-reporting in the MiPHY Survey at baseline and 9 months (beginning and end of school year) 3. Aggression is measured by students self-reporting in the MiPHY Survey at baseline and 9 months (beginning and end of school year) 4. Violence, victimization, and bullying are measured by students self-reporting on the School Victimization Scale and Outside Victimization Scale in the MiPHY Survey at baseline and 9 months (beginning and end of school year) 5. School violence perceptions are measured by students self-reporting on the School Perceived Risk Scale in the MiPHY Survey at baseline and 9 months (beginning and end of school year) 6. Student violations and truancy are measured by data reported and abstracted from school records at the end of the school year, annually 7. Student discipline and behavioral referrals are measured by data reported and abstracted from school records at the end of the school year, annually | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Student discipline is measured by data reported by the school Climate Specialist in a monthly school audit 2. Teacher and staff climate and safety perceptions are measured by teachers self-reporting in the Teacher and Staff Survey at baseline and 9 months (beginning and end of school year) 3. Feasibility of the implementation strategy is assessed using from qualitative process evaluation data. The researchers will obtain input from teachers of senior elementary students at each intervention school through focus groups and interviews and focus groups conducted with 3-PLT members annually 4. Intervention costs are tabulated by GISD staff on an ongoing basis 5. Implementation costs are tabulated by GISD staff on an ongoing basis | — |
Countries
United States of America
Contacts
Public ContactEdmund;Justin McGarrell;Heinze
;
Outcome results
None listed