权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Evaluation of Link for Equity: A Program to Reduce Racial/Ethnic School Violence Disparities

公平链接评估：减少种族/民族学校暴力差异的计划

基本信息

批准号：
10312771
负责人：
Marizen Ramirez
金额：
$ 52.18万
依托单位：
UNIVERSITY OF MINNESOTA
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-04-12 至 2023-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10312771
关键词：
Adult Affect Awareness Behavior Biometry Black Populations Caring Child Civil Rights Color Communities Control Groups Data Discipline Discrimination Early-life trauma Education Empathy Enrollment Epidemiology Ethics Ethnic Origin Evaluation Exposure to First Aid Future Future Teacher Geography Goals Health Hispanic Hispanic Populations Individual Intervention Law Enforcement Leadership Link Measures Mediating Mediator of activation protein Methods Minnesota Population Positioning Attribute Post-Traumatic Stress Disorders Prevention Procedures Randomized Records Research Risk Risk Factors Rural Sampling School Teachers Schools Stress Students Support System Surveys Training Translating Trauma Trust Violence Waiting Lists Youth base care systems children of color control trial demographics design early life adversity ethnic diversity ethnic minority experience fighting group intervention health equity high risk high school injured innovation junior high school metropolitan microaggression minority children minority student multidisciplinary multiple data sources pediatric trauma peer post-traumatic stress prevent preventive intervention programs psychologic racial and ethnic racial and ethnic disparities racial bias racial discrimination racial disparity racial minority racism reduce school violence reduce symptoms school district school environment school health school violence school violence prevention secondary outcome stress symptom teacher traumatic stress weapons youth violence

项目摘要

PROJECT SUMMARY/ABSTRACT Despite overall reductions in youth violence, rates of school violence remain alarmingly high among racial and ethnic minority children compared to white children. Exposure to adverse child experiences (ACEs), which include racial discrimination, place children of color at high risk for school violence. One of the most prevalent forms of racial discrimination in schools is overly harsh disciplinary practices with students of color. Intervening on ACEs, particularly racial discrimination in school discipline, is key to preventing school violence. We propose a nested randomized waitlist control trial of Link for Equity, a culturally responsive system of support for ACE-impacted children, composed of Tier 1 universal trauma-informed care and cultural humility training and Tier 2 Psychological First Aid and racial discrimination prevention. The aims of this study are to: 1) adapt, implement and evaluate the effect of Link for Equity on school violence disparities, 2) evaluate the effect of Link for Equity on reducing teacher-to-student racial discrimination and determine if the effects of Link for Equity on school violence are mediated through racial discrimination, and 3) explore how the effects of Link for Equity on school violence are mediated through stress and connectedness mechanisms. We have partnerships with 6 districts who demonstrate significant school violence and discipline disparities and paired them by comparable demographics, school violence, discipline disparities and geography. Both a high school and a feeder middle school from these districts will participate for a total of 12 schools. We will first adapt materials to the unique trauma experiences of each school and community. Then, we will conduct a nested randomized waitlist control trial with 12 schools. Each pair of districts will be randomized to either an immediate intervention group to receive Link for Equity or a waitlist control group to receive intervention two years later. At the school-level, during intervention years, we will enroll about 1200 students of color exposed to 4+ ACEs or who screen positive for posttraumatic stress to receive Tier 2 psychological first aid. These students will also be individually randomized to receive immediate Tier 2 intervention or to another waitlist control group to receive intervention one semester later. We will employ these procedures for two consecutive school years, which is critical for sustained impacts on our primary (i.e., school violence, racial discrimination) and secondary outcomes (i.e., mediators including stress and connectedness). Our research is highly innovative in that we will use a rigorous nested randomized design, community-engaged methods to tailor our intervention materials, and multiple sources of data to pursue our study aims. Further, we have assembled a multi-disciplinary team of experts (in childhood trauma, health equity, epidemiology, interventions and biostatistics) and community liaisons with deep ties to our schools and leadership positions in education. If Link for Equity proves to be effective, our team is poised to take actionable steps towards sustainability and statewide implementation.

项目总结/文摘