Enhancing School-Based Violence Prevent… | Clinical Trial

Key information

Conditions

Aggressive Childhood Behavior

Age range

10 year–105 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Name and state withheld to protect anonyminty of study site

Charleston, South Carolina, 29407, United States

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

for student participants: in 6th and 7th grades in a study school at study entry
for teacher participants: teacher at a study school

Exclusion criteria

.for student participants: intellectual disabilities, very limited reading abilities, or in foster care

Treatment and study plan

Mental Health Enhanced Positive Behavioral Interventions and Supports (PBIS-MH)

Behavioral

Mental health-enhanced Positive Behavioral Interventions and Supports (PBIS-MH) integrates mental health into the three core elements of PBIS. 1) School-based mental health clinicians are included on leadership teams. 2) Data from teacher and student perceived school climate, as well as universal screening for aggression and mental health difficulties, are used to inform intervention decision-making. 3) Evidence-based mental health prevention and intervention practices are layered into PBIS' three-tiered continuum.

Other names: Interconnected Systems Framework

Racial/Ethnic Discrimination Interventions (RED)

Behavioral

Racial/Ethnic Discrimination Interventions are a set of components to address multiple forms of school-based racial and ethnic discrimination. 1) Unintentional bias training for school personnel, involving teaching participants to conceptualize prejudice as well as strategies to reduce bias. 2) Unintentional bias training for students that is delivered in a classroom in a developmentally appropriate lesson format. 3) Vulnerable Decision Point process: Leadership teams are trained to reduce disparities in school discipline by a) using disaggregated student discipline data to identify particular settings or practices that are drivers for racial/ethnic disproportionality in a school and b) using iterative problem-solving to address these drivers. 4) Teacher stress reduction training where they are provided with strategies to reduce stress.

Primary outcomes

Mean change from baseline in student report on aggression as measured by the Reactive and Proactive Aggression Survey

Time frame: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)

The Reactive and Proactive Aggression Survey is a self-report instrument assessing how often the respondent has behaved aggressively towards other children over the past three months. Scores range from 0 (Never) to 5 (All of the time)
Mean change from baseline in teacher report on students' aggression as measured by the Teacher Report of Aggression

Time frame: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)

The Teacher Report of Aggression is a teacher-report survey completed by teachers assessing a student's tendency to be aggressive. Scores range from 1 (Never) to 5 (All of the time)
Mean change from baseline in student aggression as measured by the number of Office Discipline Referrals per month

Time frame: From first day of school in year 1 to last day of school in year 2

Office Discipline Referrals are official school records recorded for each behavioral infraction warranting referral to the school office. Office Discipline Referrals for aggressive behavior (i.e. bullying, fighting, making threats) will be counted. The minimum score is 0 an there is no maximum score.

Secondary outcomes

Change from baseline in student report on discrimination from teachers as measured by the Adolescent Discrimination Index - Educational Discrimination Distress Subscale

Time frame: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)

The Adolescent Discrimination Index is a self-report survey assessing the respondent's own experiences of racial/ethnic discrimination. The Education subscale assesses discrimination from school teachers.The respondent indicates whether they have experienced discrimination, either Yes or No. If the respondent selects Yes, they rate how upsetting the experience was with scores ranging from 1 (Not at all) to 5 (Extremely)
Change from baseline in student report on discrimination from peers as measured by the Adolescent Discrimination Index - Peer Discrimination Distress Subscale

Time frame: Fall of year 1 (average of October), spring of years 1 and 2 (average of May)

The Adolescent Discrimination Index is a self-report survey assessing the respondent's own experiences of racial/ethnic discrimination. The Peer subscale assesses discrimination from peers. The respondent indicates whether they have experienced discrimination, either Yes or No. If the respondent selects Yes, they rate how upsetting the experience was with scores ranging from 1 (Not at all) to 5 (Extremely)

Sponsors and collaborators

Lead sponsor

Medical University of South Carolina

Other

Collaborators

National Institute on Minority Health and Health Disparities (NIMHD)

Registry information

Official study title

Enhancing School-Based Violence Prevention Through Multilevel Racial/Ethnic Discrimination Intervention

Important dates

Study start: 2019
Primary completion: 2025
Study completion: 2025
First posted: Sep 12, 2019
Registry last updated: Jan 20, 2026

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.