By Veronica Frisancho,  Alejandro Herrera and Eduardo Nakasone

This paper analyzes the relationship between the presence of LGBTQI students in the class-room and the prevalence of violence in the school setting. We rely on a representative sample of secondary schools in Uruguay and exploit variation in the share of LGBTQI students across classrooms to study how their presence affects the individual experience of violence. Our results show little support for the contact hypothesis: a larger share of LGBTQI students in the classroom has no impact on the individual experience of violence. On the contrary, a greater share of female LGBTQI students in the classroom is associated with greater psychological and physical violence among girls, irrespective of their gender identity or sexual orientation.

Washington, DC: Inter-American Development Bank, 2022. 31p.

By The National Juvenile Justice Network

Realizing true youth justice means ensuring youth live in a well-resourced ecosystem of community-based, trauma-informed and healing-centered responses to youth needs that create a pathway to opportunity, success and thriving for young people. An integral part of that ecosystem is a positive school environment that honors who young people are, pushes them to do their best, helps them when they encounter challenges, and extends grace when they miss the mark. When young people have access to positive school environments, they are better equipped to come to school with enthusiasm for learning, discover their dreams and passions, find ways to positively impact their school environment and learn from mistakes when they arise.
Unfortunately, a “surveillance” culture permeates too many of today's schools where students are penalized instead of encouraged to achieve their highest goals. Black, Brown, Indigenous, LGBTQIA+, and disabled students more often experience these types of surveillance school environments, which cause young people stress, trauma, and alienation and detract from their ability to learn and grow. Ultimately, it can lead students to become so disaffected that they drop out of school or are forced out through suspension, expulsion, or arrest.

Washington DC: NJJN, 2022. 45p.

By Daniel P. Mears; Sonja E. Siennick; George B. Pesta; Andrea N. Montes; Samantha J. Brown; Nicole L. Collier

Findings and methodology are reported for a process and impact evaluation of the School Safety and Student Performance Program established in the School District of Palm Beach County (Florida) from 2015 to 2018 in an effort to improve at-risk students' behavior and academic performance, as well as to improve school-wide safety and academic performance. The project involved a collaboration between the schools, the schools' police department, the juvenile court, and several service providers. The focus was on at-risk youth, including those with some type of contact with the police or the juvenile justice system through probation or diversion programs. The intervention placed juvenile probation officers (JPOs) in schools, along with family counselors and case managers. JPOs provided school-based supervision in schools only for the youth on probation. Intervention plans were developed by a team for youth who were randomly assigned to the intervention group. Student participation was voluntary, based on assent and consent protocols. Services were matched to the needs of each participant. Evaluation analyses suggest that although the intervention was well-grounded in theory and research on adolescent behavior, no consistent beneficial or adverse effects of the intervention were found for either student or school outcomes; however, some of the analyses suggest that the intervention may have been partially effective for some of the participants. The report notes that the process evaluation identified a number of potential intervention benefits that were not directly measured in the study, such as improved advocacy for at-risk students. The process evaluation also identified a range of factors that may have contributed to some of the null intervention effects. Evaluation methodology, research implications, and implications for policy and practice are discussed. 

Tallahassee, FL: Florida State University, 2018. 92p.

By April K. Lewis; Cindy Nguyen; Carrie Freshour; Cindy Schaeffer; Eric Slade

Findings and methodology are reported for an evaluation of the impact on school safety of a new comprehensive emotional and behavioral health crisis response and prevention (EBH-CRP) intervention implemented in Baltimore County (Maryland) public schools. The EBH-CRP intervention is a comprehensive training, organization, and support protocol for school and community stakeholders intended to increase school and community competence in preventing and responding to student emotional and behavioral health crises. The primary goal of the evaluation was to measure changes in specific school safety and discipline outcomes in intervention schools compared to schools that did not participate in the intervention. Data collection and analysis for the evaluation covered two intervention school years. The impact of the EBH-CRP intervention on stakeholder knowledge and preparedness to address emotional and behavioral health across the continuum was measured by comparing pre-post change in diverse stakeholder perceived knowledge and preparedness to address emotional and behavioral health concerns in intervention schools compared to non-participating schools. Intervention school participants in specific training components also reported on their pre-post change in knowledge, preparedness, and benefits of the EBH-CRP intervention over the project period.

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  Poisson regression models predicted student suspensions, office referrals, bullying reports, and juvenile justice referrals. The evaluation encompassed participant and control middle schools and high schools. A secondary aim of the evaluation was to assess the impact of the EBH-CRP intervention on emotional and behavioral health crisis incidents and service-use outcomes. A cost-benefit analysis assessed the net benefits (dollar benefits minus costs) of the EBH-CRP intervention. Schools that implemented the EBH-CRP model had fewer student suspensions and office referrals in intervention year 2, and they were more often recognizing, assessing, and addressing emotional and behavioral crises among students.

Final Report to the U.S. National Institute of Justice, 2019. 56p.