Assessing Readiness, Implementation, and Effects Associated with a Comprehensive Framework Designed to Reduce School Violence: A Randomized Controlled Trial

By Allison B. Dymnicki, Beverly Kingston, Sabrina Arredondo Mattson, Elizabeth Spier, Susanne Argamaso Maher, Jody Witt

Researchers from the University of Colorado Boulder’s Center for the Study and Prevention of Violence (CSPV) partnered with educators in 46 middle schools to implement Safe Communities Safe Schools (SCSS). SCSS seeks to prevent and reduce behavioral incidents, address mental and behavioral health concerns, and increase prosocial behavior in the school setting through three core program components: developing a functioning multidisciplinary school team, building capacity around data use, and selecting and implementing evidence-based programs. The study explored research questions in three areas: readiness (whether schools met baseline criteria and experienced changes in readiness over time), implementation (whether the SCSS model was implemented as intended; whether it is feasible, acceptable, and effective when implemented schoolwide), and associated outcomes (effects on school climate, safety, related behavioral and mental health indicators, and academic outcomes). To explore questions in these three areas, CSPV and external evaluators from American Institutes for Research conducted a mixed-methods randomized control trial with a staggered implementation design using qualitative data (open-ended questions on implementation surveys, focus groups) and quantitative data (staff and student school climate data, attendance/truancy rates, suspension rates, and academic achievement data). The study found that (1) the participating schools met the pre-developed readiness criteria and reported some improvements in readiness constructs over time; (2) some components of the model were implemented as intended and were acceptable and effective (from the educators’ perspective), but increased knowledge, understanding, and skills were limited to school team members; and (3) there were mixed impacts on school climate, safety, behavioral and mental health indicators, and academic outcomes, with outcomes varying (to some extent) by implementation characteristics. This report discusses the study’s findings and their implications for criminal justice policy and practice.

Washington DC: American Institutes for Research. 26p