Research

Research reports and findings.

We present information on students’ use of social media networks to stay in touch with their friends. This information is presented in the context of the impact school closures have on adolescents’ peer interactions.

07/10/2020 

School closures related to the Coronavirus pandemic have increased adolescents’ use of social media networks to stay in touch with their friends. We identify some of the risks associated with social media use.

07/10/2020 

Many states have adopted tip lines to allow students to report safety concerns affecting themselves or others. We provide an overview of the characteristics of existing tip lines as well as the challenges of operating them, and juxtapose statewide tip lines to the Advocatr app.

07/10/2020 

We provide a definition of systematic and systemic racism and offer evidence of how systematic racism in schools manifests itself, including teacher expectations, racial disparities in suspensions, school segregation, and racially disparate access to STEM courses and talented programs.

07/10/2020 

Schools often mirror larger social systems and their institutionalized racism. We offer some strategies to address systemic racism in schools, including raising awareness, promoting ongoing communication, being and advocator, and actively working with people rather than for them.

07/10/2020 

To tailor the SOARS framework to the safety concerns of our stakeholder groups, we conducted focus groups with students, parents, and teachers. Cyberbullying and snitching culture emerged as primary concerns for all stakeholder groups.  

08/05/2020 

We present data from teachers at four high schools. Data reflect that teachers felt overall positive about their school community, that the perceived cyberbullying among students as a concern, and that they felt their school was invested in bullying prevention and positive youth development.     

08/05/2020 

Data from teachers indicated that the majority of them found the SOARS framework overall acceptable, that they liked the student campaign component best, that implementing the SOARS curriculum was somewhat challenging, and that they found the SOARS framework overall effective for promoting student advocacy.

08/05/2020 

We provide information on the impact of school resource officers on students of racial minorities and discuss the impact of punitive discipline on students. We also present alternative practices to ensure student safety. 

08/05/2020 

While many interventions focus on preventing negative behavior, we present information about the potential of focusing on positive behavior. A focus on kindness allows students to become active contributors in shaping their school culture.  

08/05/2020 

We report feedback provided by teachers who implemented the curriculum component of the SOARS framework. Teachers appreciated the overall relevance of the topics, the curriculum’s adaptability to various classes and students’ needs, and its contextual fit with Language Arts classes. Teachers identified time constraints and age appropriateness across all grade levels as challenges and made recommendations for improvement.

09/22/2020