Measure Status: Active
Evidence Level: Emerging. Aligns with MCHbest strategy "Strengths-Based Classroom Training" (https://www.mchevidence.org/tools/strategies/9-2.php). Find other NPM 9 classroom-level strategies in MCHbest.
Measurement Quadrant: Quadrant 2: Measuring quality of effort (% of reach; satisfaction)
Service Type: Enabling services level of pyramid
Essential Public Health Services: 7. Assure effective and equitable health systems
Service Recipient: Activities directed to families/children/youth
Goal: Increase the proportion of Utah students participating in an evidence-based school based prevention program to reduce referrals for fighting, bullying, and other forms of aggression.
Numerator: Number of students participating in an evidence-based prevention program
Denominator: Number of Utah students
Significance: Multiple systematic reviews of various universal school-based programs demonstrate beneficial impacts on youth’s skills and behaviors, including delinquency, aggression, bullying perpetration and victimization, and bystander skills that lower the likelihood of violence and support victims. For example, the Task Force for Community Preventive Services found a 15% relative reduction in violent behavior among students in pre-kindergarten through high school. Using different outcome measures, the median relative reduction in aggression and violent behavior associated with universal school-based programs varied by grade level, with a 32% reduction for pre-kindergarten and kindergarten students, 18% reduction for elementary students, 7% reduction for middle school students, and 29% reduction for high school students. Researchers suggest the benefits of these school-based approaches could be strengthened if programs implemented at early grade levels are continued into the critical high school years. These programs were effective in reducing youth violence in different types of school environments, including ones with varying socioeconomic status, crime rates, or predominant race/ethnicity of students. Examples of effective classroom-based programs are Good Behavior Game (GBG), Promoting Alternative Thinking Strategies®; (PATHS), Life Skills®; Training (LST), and Steps to Respect (STR). The GBG has demonstrated that participants had significantly lower levels of classroom aggression in elementary school, and some studies of the long-term effects of GBG showed significantly lower levels of aggression in middle school and lower prevalence of antisocial personality disorder and violent crime by age 19 to 21.These effects were for male youth with relatively higher levels of earlyaggression when compared to youth in alternative intervention conditions. These participants also had lower prevalence of alcohol abuse, smoking, and suicidal ideation by the time they reached young
Data Sources and Data Issues: Utah State Board of Education, Student Violence and Injury Reporting System
Unit Type: Percentage, Unit Number: 100