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Additionally, some prevention programs may not be a good fit with the local context and may require tailoring. Finally, schools may struggle to sustain programs due to limited resources and support. Despite these challenges, recent efforts have been made to bridge the gap between research and practice in school-based prevention programs.
The program also outlines a specific protocol for school staff to follow when they encounter incidents of bullying. [ 8 ] [ 9 ] KiVa is Finland's national bullying prevention program; [ 10 ] as of 2016, it had been implemented in over 2,300 Finnish schools. [ 11 ]
A 2019 study found that school-based anti-bullying programs may lower the incidence of bullying by as much as 25%. [ 160 ] Measures such as instituting zero tolerance for fighting or placing troubled students in the same group or classroom are actually ineffective in reducing bullying.
In 2021, the most recent comprehensive year of the Wisconsin Youth Risk Behavior Survey, about 60% of students agreed or strongly agreed that they belonged at school, a 10 percentage point drop ...
Logo: SAMHSA's National Registry of Evidence-based Programs and Practices (NREPP), www.nrepp.samhsa.gov. In the behavioral health field, there is an ongoing need for researchers, developers, evaluators, and practitioners to share information about what works to improve outcomes among individuals coping with, or at risk for, mental disorders and substance abuse.
Dewey G. Cornell is an American forensic clinical psychologist known for his research on youth violence and school safety. [1] He is Professor of Education in the School of Education and Human Development (formerly the Curry School of Education) at the University of Virginia, where he also holds the Virgil Ward Chair in Education.
When MTSS practices are implemented with consistency, studies have found evidence of positive academic and behavioral outcomes among students. [7] Schools that incorporate components of MTSS following a clear set of procedures are equipped to appropriately address a variety of students' behavioral, social-emotional, and academic needs.
The goal of prevention and intervention strategies is to stop school violence from occurring. According to the CDC, there are at least four levels at which violence-prevention programs can act: at the level of society in general, the school community, the family, and the individual. [41]