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These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study seeks to test the Fourth R curriculum, a curriculum that seeks to build relationship knowledge and skills, with a younger, urban population of middle school students in the Bronx, New York. Utilizing a randomized controlled trial design, this study tests the effectiveness of the Fourth R curriculum with seventh-grade students drawn from ten public middle schools in the Bronx, New York. A secondary quasi-experimental study seeks to examine diffusion of program impacts by comparing outcomes between students assigned to the experimental control sample and students in three comparison schools where no one received the Fourth R.

The study seeks to measure program impact on five primary and three secondary domains. Primary program impact domains include:

1. Dating violence (victimization and perpetration)
2. Sexual harassment/assault (victimization and perpetration)
3. Peer violence/bullying (victimization and perpetration)
4. Sexual activity
5. Drug and alcohol use

1. Perceived school safety
2. Positive beliefs (e.g., anti-fighting/violence, rejection of gender stereotypes)
3. Pro-social behaviors

This study achieved their goals through student surveys, administrator and teacher interviews, and student focus groups.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme files for a brief dscription of the files available with this collection and consult the investigator(s) if further information is needed.

The qualitative data are not available as part of the data collection at this time.

Numerous high-profile events involving student victimization on school buses have raised critical questions regarding the safety of school-based transportation for children, the efforts taken by school districts to protect students on buses, and the most effective transportation-based behavioral management strategies for reducing misconduct. To address these questions, a national web-based survey was administered to public school district-level transportation officials throughout the United States to assess the prevalence of misconduct on buses, identify strategies to address misconduct, and describe effective ways to reduce student misbehavior on buses. Telephone interviews were also conducted with a small group of transportation officials to understand the challenges of transportation-based behavioral management, to determine successful strategies to create safe and positive school bus environments, and to identify data-driven approaches for tracking and assessing disciplinary referrals.

The collection includes 10 Stata data files:

• BVSBS_analysis file.dta (n=2,595; 1058 variables)
• Title Crosswalk File.dta (n=2,594; 3 variables)
• Lessons Learned and Open Dummies.dta (n=1,543; 200 variables)
• CCD dataset.dta (n=12,494; 89 variables)
• BVSB_REGION.dta (n=4; 3 variables)
• BVSB_SCHOOLS.dta (n=3; 3 variables)
• BVSB_STUDENTS.dta (n=3; 3 variables)
• BVSB_URBAN.dta (n=8; 3 variables)
• BVSB_WHITE.dta (n=3; 3 variables)
• FINALRAKER.dta (n=2,595; 2 variables)

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

This study tested a model of individual, familial, and peer variables that additively and synergistically increased or decreased the risk for sexual and teen dating violence based on bullying experiences in early adolescence. The study surveyed 1,162 students from three cohorts in four Midwestern middle schools, who were then followed into three high schools. Five waves of surveys collected information about the level of violence in student homes with parents and siblings or with other children, physical abuse, sexual abuse, exposure to domestic violence, frequency of bullying, self-reported delinquency, and exposure to delinquent friends during the middle school years. Waves six and seven were collected during high school and sexual violence and teen dating violence measures were added to the surveys.

The data in this collection are social network data drawn from a large-scale field experiment. Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. This experiment tested these theories by randomizing an anti-conflict intervention across 56 New Jersey public middle schools, with 24,191 students. After having comprehensively measured every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged public stances against conflict at school. The data allowed for comparisons between treatment and control groups, and also provided variables to analyze social networks to examine the impact of social referents.

Surveys were conducted at the start and end of the 2012-2013 school year, the year in which the experiment was conducted. The survey data contains social network variables based on the peers with whom the respondent chooses to spend time. Survey data also include respondents' perceived descriptive and prescriptive norms of conflict at the schools surveyed, as well as administrative data on the schools and demographics of respondents.

The collection includes one dataset, with 482 variables for 24,471 cases. Demographic variables in the collection include gender, grade, age, height, weight, race/ethnicity, language, household characteristics, and demographic variables obtained from school administrative records.

In September 2020, the Office of Population Affairs (OPA) funded an exploratory implementation and outcome study to understand the components of REAL Essentials Advance (REA), a popular relationship education program intended for youth in high school.

The REA study occurred over two school years (2021-22 and 2022-23) and involved 27 schools with a total of 1,301 youth participating in cohorts during spring and fall 2022. Each school implemented a different collection of lessons (a scope and sequence) from the REA program, and a total of 40 different scope and sequences were observed in the study. The expectation was that variation in student experiences of lessons across these scopes and sequences would produce variation in levels of outcome improvement (e.g., a school that primarily offered lessons that focused on emotional regulation would tend to show larger improvement in emotional regulation outcomes than a school that did not offer these lessons).

This multi-year study investigated the causes and consequences of school victimization (e.g., property theft, minor assault, bullying, cyberbullying) as well as factors contributing to safe learning environments (e.g., school disciplinary practices, students' willingness to report dangerous behavior, availability and utilization of victim services). The project includes three annual surveys of students initially enrolled in 12 middle schools in St. Louis County; a summer component consisting of semi-structured interviews with a subsample of 197 students, including in-depth interviews with 37 students the following summer; and two surveys of school personnel. There are three areas of interest that guide this project and are associated with better understanding of the root causes and consequences (i.e., correlates) of school violence:

(1) Identification of patterns of school violence: the principal investigators surveyed two student cohorts over three years as they transitioned from middle to high school (7th/8th grades to 9th/10th grades)

(2) Identification of correlates of school violence relying on multiple sources, including: the individual (e.g., gang membership, attitudes toward violence), the school and school climate (e.g., willingness to report, awareness and utilization of victim services, views on the procedural justice of school disciplinary practices, gang presence at the school) and the situation (e.g., where, when, and with whom violence occurs)

(3) A specific examination of bullying and cyberbullying as unique forms of school violence with regard to their correlates stemming from each source identified above

Using a multi-methods research design, this study classified the contents of cyberbullying messages, measured their frequency and associations with offline bullying, and examined whether and how peer groups in social networks promote these behaviors.

Beginning in January 2015, 164 adolescents from 2 Iowa middle schools, grades 6 through 8, were surveyed. Two surveys, one at the start of the spring semester and one at the end of spring 2015, gathered self-reported information on perpetration, victimization, and witnessing of online and offline bullying and the structure of peer networks. A total of 77 students furthermore participated in an electronic capture period from January through May 2015. Participant smartphones were equipped with an application that collected incoming and outgoing text messages and Facebook and Twitter activity, and also surveyed them weekly about their bullying experiences. Demographic information collected included age, grade, gender, ethnicity, parents' marital status, household composition, religiosity, and socioeconomic status.

Dating It Safe is a longitudinal cohort study of 1,042 youth in southeast Texas. Primarily freshmen high school students were recruited and assessed in the spring of 2010. Follow-up waves were collected annually each spring from 2011 through 2017 (Waves 2-8). The primary aims of this research study were to examine the:

• longitudinal association between the three different forms of teen dating violence (TDV; i.e., physical violence, psychological abuse, and sexual aggression), and
• risk and protective factors of TDV perpetration and victimization.

This study collection was formed from two distinct data collection periods and respondent samples to test and validate a newly formed measure regarding adolescent dating abuse (ADA). The new measure named MARSHA (Measure of Adolescent Relationship Harassment and Abuse) reflects ADA from the both the perspectives of victim and perpetrator through the use of 39 pairs of questions on the topics of physical, sexual, emotional, and cyber abuse. The hope for this study was to allow researchers, clinicians, and practitioners, in a wide variety of settings and for multiple purposes, ability to assess the prevalence of ADA in a nation, state or neighborhood; conducting etiological research on ADA; evaluating ADA prevention programs; or screening youth for ADA in clinical or criminal justice settings.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

The purpose of this was to leverage an existing randomized controlled trial of The Second Step anti-bullying program, which was implemented when the sample of students was in middle school, by measuring related aggressive behaviors (e.g. bullying, cyberbullying, sexual violence) during the high school years. The objectives of this study were to determine treatment effects of the Second Step middle school program on reductions in youth aggression (including bullying), sexual violence, substance use, and teen dating violence when in high school, as well as to assess middle school belonging as a mediator of these treatment effects on targeted problem behaviors in high school.

Demographic variables included as part of this collection are students' age, gender, race, and household characteristics. The collection contains 3 SPSS data files:

• analysis4_de-identified_2.sav (n=2143; 304 variables)

• RCT-WAVE-1-4-ITEMS_RECODED_de-identified_2.sav (n=4718; 741 variables)

• RCT---WAVE-5-7-ITEMS_RECODED_de-identified_2.sav (n=3064; 887 variables)

Bullying behaviors are common among adolescents and are associated with numerous negative health and social consequences that can persist into adulthood for victims, bullies and bystanders. More recently, bullying behaviors have migrated to online platforms where they are not well understood and lack standardized definitions. Thus, current efforts to understand prevalence and promote appropriate policies lack a strong evidence base.

By applying Concept Mapping and recruiting participants, including adolescents and professionals representing education, health and the justice system, the study team attempts to fills these gaps by creating a standardized definition of electronic harassment and an associated measurement tool. Further outcomes will include several manuscripts describing the findings submitted to health and social science conferences and journals, and dissemination efforts involving community leaders and local media. Upon successful completion of these objectives the diverse and multidisciplinary research team will disseminate these findings in the public health, education and policy arenas.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study was designed to evaluate the Defending Childhood Demonstration Program, a nationwide initiative to address children's exposure to violence. The Defending Childhood Demonstration Program sought to prevent children's exposure to violence, mitigate the negative impact of such exposure when it occurred, and develop and share knowledge about children's exposure to violence. The six sites chosen for the program evaluation were located in Boston, MA; Chippewa Cree Tribe, Rocky Boy's Reservation, MT; Cuyahoga County, OH; Grand Forks, ND; Rosebud Sioux Tribe, SD; and Shelby County, TN.

The evaluation consisted of a process evaluation and an impact evaluation. The impact evaluation examined the influence of Defending Childhood through a professional survey, a community survey, and analysis of core community indicators. The process evaluation portion of this study, which consists of qualitative data, is not available at this time due to confidentiality concerns.

Since 1982, the World Health Organization (WHO) Regional Office for Europe has sponsored a cross-national, school-based study of health-related attitudes and behaviors of young people. These studies, generally known as Health Behavior in School-Aged Children (HBSC), are based on independent national surveys of school-aged children in more than 40 participating countries. The HBSC studies were conducted every four years since the 1985-1986 school year. The data available here are from the results of the United States survey conducted during the 2009-2010 school year. The files contain data on 12,642 students from 314 participating schools. Of the 314 participating schools a school administrator questionnaire was completed by 283 of them. The study results can be used as stand-alone data, or to compare with the other countries involved in the international HBSC.

The HBSC study has two main objectives. The first objective is to monitor health-risk behaviors and attitudes in youth over time to provide background data and to identify targets for health promotion initiatives. The second objective is to provide researchers with relevant information in order to understand and explain the development of health attitudes and behaviors through early adolescence.

The study contains questions dealing with many types of drugs such as tobacco, alcohol, marijuana, and other substances. Other topics include questions about family composition, the student's physical health, and other health behaviors and attitudes. Some of these topics include eating habits, dieting, physical activity, body image, health problems, and bullying. A school administrator also completed a survey concerning the school's programs and policies that affect students' health and the content of various health courses.

Across the United States (U.S.), school districts have grappled with how to create safe community- and achievement-oriented schools and how to ensure the necessary discipline is applied transparently, fairly, and without bias. Two programs that many schools have turned to in order to achieve these goals are Schoolwide Positive Behavioral Interventions and Supports (PBIS) and Restorative Justice (RJ). PBIS is an evidence-driven schoolwide behavioral management approach that aims to outline clear expectations for students and to cultivate shared norms and practices across classrooms and school spaces. PBIS has become a popular approach in schools and districts: as of 2020; over 19,000 schools in the U.S. have implemented PBIS.

A second program, Restorative Justice (RJ), has grown in popularity in recent years. RJ typically focuses on restorative relationship building between affected parties, peaceful reconciliation, and non-punitive approaches to rectifying harm, using a structured circle discussion format. RJ schools use both community circles, designed to build a safe space for students and staff to share and listen to each other, and restorative circles, designed to share perspectives on and redress a behavioral issue.

Working with a large school district in a mid-Atlantic state, researchers set out to test whether these two programs substitute for or complement each other. In partnership with the school district researchers conducted two separate school-level randomized controlled trials (RCTs). The first RCT (RCT 1) sought to uncover the marginal impact of RJ by adding the program to a set of randomly selected schools that were already implementing PBIS. The second RCT (RCT 2) was designed to discover the impact of introducing both programs together into schools that had neither program at baseline. Researchers conducted student and staff surveys to collect measures of school climate, teacher logs to record program implementation, and researchers also received administrative data from the district on student test scores, teacher and student absences, student disciplinary infractions, and school costs.

There is growing evidence of the effectiveness of each of these programs in isolation. A recent meta-analysis of 32 experimental and quasi-experimental impact studies of PBIS found that PBIS reduced disciplinary exclusions and problem behavior and increased academic achievement. The findings were statistically significant and showed small to medium effect sizes. Individual studies have found that PBIS reduces the use of office disciplinary referrals and other exclusionary disciplinary measures (including the use of in-school and out-of-school suspensions), while improving student behavior and attitudes across school levels. Individual studies show variable--some statistically significant and some null--impacts on academic outcomes.

The empirical evidence on the effect of RJ in U.S. schools is more limited, with little rigorous casual evidence published to date. Based on patterns across rigorous and non-rigorous research, restorative justice is associated with decreases in suspension rates and disciplinary disparities, improved student behavior, and improved school climate and relationships.

Since 2008, the Youth Restoration Project (YRP) and the Central Falls School District (CFSD) in Rhode Island have collaborated to implement a multi-level restorative justice intervention focused on building partnerships among police, schools, social services, families, and communities through training and dialogue. Restorative justice (RJ) encompasses a broad framework of practices aimed at repairing harm and achieving accountability rather than imposing punishment. In criminal justice contexts, RJ models include victim-offender mediation, peer courts, and RJ conferences. The current project undertaken by the Urban Institute focused on evaluating the impact of restorative justice conferences conducted by the YRP in partnership with Family Services of Rhode Island. A restorative justice conference (RJC) is a highly structured, facilitated meeting that allows affected parties (e.g., offending student, victim, teacher) and their allies (e.g., parents/guardians, peers) to arrive at the best possible solution for all parties following a negative event or behavior. Three different types of student misbehavior were considered for referral to restorative conferencing as an alternative to more formal processes: (1) arrestable offenses (with or without victims), (2) chronic unexcused absenteeism (truancy), or (3) chronic disruptive behavior.

The Urban Institute began implementing a conference observation pilot in a CFSD middle school and high school in fall 2014; the 2015-2016 school year was the first full year of implementation. Starting in 2016-2017, a middle school and high school in Providence also participated; conference observations were also conducted in a charter high school in the area. At these 5 schools between 2015-2016 and 2017-2018, 786 cases were referred for RJ conferencing; conferences were held in about half of these cases (379). A total of 105 conferences were observed by trained field staff. Post-conference interviews were conducted in the months following RJCs and allowed adult conference participants to share feedback regarding their experience and satisfaction with the conference process. Additionally, an outcome evaluation was conducted using student administrative data to assess the impact of conferences on student behavior. Finally, teacher surveys and focus groups were conducted in 4 participating schools to assess teacher perceptions of overall school climate as well as attitudes toward restorative practices and RJCs.

This collection includes data from restorative justice conference observation (DS1) and teacher surveys (DS2). Administrative data from the outcome evaluation and qualitative data from post-conference interviews and teacher focus groups were not deposited and are not included in the ICPSR release.

This study sought to advance understanding of how school climate is a critical factor in school safety and violence prevention. Middle school and high school students and staff were surveyed over the span of eight years from 2013-2020. Middle school students and staff were surveyed during odd years (4 waves of data collection), and high school students and staff were surveyed the other even years (again four years of data collection). All four years of data per group were combined into a single dataset. A final file was created pooling all eight years of data collection averaging student and staff responses by school.

Both the student and teacher/staff surveys covered two domains: school climate and safety conditions. The school climate domain included perceptions of the school's disciplinary practices, student support efforts, and degree of student engagement in school. The safety conditions domain covered reports of bullying, teasing, sexual harassment, and other forms of peer aggression, including threats of violence, physical assault, dating aggression, and gang activity.

Previous research conducted by the Principal Investigators showed that an authoritative school climate characterized by high structure (strict but fair discipline and high academic expectations) and high support (positive teacher-student relationships) is associated with many positive outcomes. Students who attend schools with an authoritative school climate demonstrated more engagement in school, have higher school attendance and academic achievement, and are more likely to graduate. Students who experience a structured and supportive school climate may be more willing to follow school rules, respond to their teachers, and treat one another in a respectful manner. This study continues that prior work.

Bullying, fighting, and other forms of interpersonal violence occur frequently in elementary schools, and are associated with student distress, poor school functioning, and increases in aggression, delinquency, and other behavior problems. Positive Behavioral Intervention and Supports (PBIS) is a holistic, multi-tiered, evidence-based approach for preventing and reducing aggression and other problem behavior in school. However, the majority of PBIS schools struggle with more intensive interventions, which many students who present aggressive and disruptive behaviors need. School mental health (SMH) offers promise for addressing these limitations in PBIS. However, SMH lacks an implementation structure and as a result a student must effectively be at a crisis level to be referred for services. Because PBIS and SMH have operated separately, the impacts of both initiatives have been limited.

To address these limitations, the Interconnected Systems Framework (ISF) has been developed by leaders from national centers for both initiatives, providing specific guidance on PBIS-SMH interconnection through effective teams, data-based decision making, implementation support for evidence-based practices, and ongoing quality improvement to assure responsiveness to school and student needs. Involving partnerships with school districts and community mental health agencies in two school districts located in South Carolina and Florida, 24 schools implementing PBIS with fidelity were randomly assigned to the three conditions: the ISF, PBIS and SMH, or PBIS alone (8 schools per condition). Data were collected from school records, teacher and student reports, and school implementation teams. The impacts of ISF were compared to the other two conditions on school climate and safety, student exposure to violence, problem behavior and discipline problems, and access to and quality of services.

Project SOARS (Student Ownership, Accountability, and Responsibility for School Safety) utilized a mixed-methods study design to develop and test a student-centered and technology-driven school safety framework to address peer victimization, violent behavior, and student reluctance to share critical safety information within high school settings. SOARS was a project of IRIS Media, Inc. and consisted of 4 phases implemented between 2016 and 2020. Activities for each phase were carried out in Oregon and Illinois high schools in order to facilitate inter-site replication of outcomes. Phase 1 was conducted in 2016 and consisted of focus groups and key informant interviews with students, school personnel, and parents to gather perceptions of current school safety practices. Phase 2 was undertaken in 2017 and asked students, school personnel, and parents to assess the acceptability and usability of prototypes of the SOARS framework. The SOARS framework consisted of (a) the Advocatr mobile app, which allowed students to report positive and negative behaviors in their school environment; (b) a 9-week curriculum engaging students with the concepts of student ownership of school safety, advocacy/self-advocacy, physical and emotional safety, and restorative conflict resolution; (c) informational briefs for school personnel and parents about the framework components and their rationale; and (d) guidelines for a student-led school-wide safety campaign. Phase 3 was rolled out in 2018 and 2019 and consisted of feasibility testing conducted with a small subset of teachers and students in those teachers' classrooms. Participants were surveyed before and after implementation of the SOARS framework. The focus of the feasibility test was on student access and use of the Advocatr app and the accompanying curriculum. During Phase 4 implementation in 2019 and 2020, researchers conducted a pilot test with students, school personnel, and parents from 4 high schools, 2 assigned to the intervention and 2 to the control condition. The focus of the pilot was to test the effectiveness of the SOARS framework.

Demographic information was collected from all informants and includes gender (sex male or female; transgender identification), ethnicity, and race. Additional demographic information about students includes sexual orientation, approximate age (over/under 18 years), primary language, GPA, and grade. Parent demographics also include education level and student's grade, while school personnel (teachers and staff) also provided information regarding education level, school role, job title, years in current position, grades taught, and subjects taught.

Users should note that qualitative data collected during phase 1 focus groups and phase 2 user acceptance tests are not included in version 1 of the ICPSR release. Additionally, in the quantitative datasets, character variables featuring open-ended string responses have been masked by ICPSR. This study will be updated at a later date to include qualitative data files and character variables in the quantitative datasets.

Funded by the National Institute of Justice, and in collaboration with the Flippen Group, the South Carolina Department of Education, and the districts of Charleston, Georgetown, Greenville, and Richland County Schools, WestEd conducted a randomized controlled trial of violence prevention and a school climate improvement program known as Capturing Kids' Hearts Campus by Design (CKH).

CKH is a skill intensive, systematic process, whole-school intervention, designed to strengthen students' connectedness to school through enhancing protective factors (strong bonds with teachers, clear rules of conduct that are consistently enforced) and targeting modifiable risk factors (inappropriate behavior, poor social coping skills). The CKH training program aims to address the mechanisms and processes of social skills instruction that lead to improved student behavior by promoting skills acquisition (i.e., modeling, coaching, and behavioral rehearsal), enhancing skills performance, removing competing behavior, and facilitating maintenance of social skills.

Components of CKH have been widely used throughout the United States. As of 2013, CKH training has been offered to over 200,000 staff in more than 7,000 schools. Although widely used, the whole package of CKH training and service has not been sufficiently subjected to a rigorous evaluation to assess the effectiveness of the program.

The purpose of this study is to test and evaluate the Capturing Kids' Hearts package of programs and processes offered in the school-wide model, CKH Campus by Design, which includes Capturing Kids' Hearts, Process Champions-Plus, Campus TrAction Pacs, Teen Leadership, CKH Recharged, and Leadership Blueprint.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

Bullying affects large numbers of U.S. students in elementary schools and is associated with short and long-term harms for both victims and bullies. Although prevention is critical, schools also need effective interventions for dealing with bullying once it occurs. Funded by the National Institute of Justice, and in collaboration with the Oakland Unified School District and No Bully, WestEd conducted a two-year study of the impacts of the No Bully System (NBS) - a set of interventions designed to activate adult and peer support systems within the school for the targets of bullying. No Bully trains staff to prevent and interrupt student harassment and bullying and ensure school-wide antibullying policies are in place. The core component of NBS is the Solution Team where a trained adult facilitator (Solution Coach) brings together a group of 6-8 students (Solution Team) that includes the bully or bullies, bystanders and pro-social peers, and leads the team through a series of three brief meetings to end the bullying of one of their peers by cultivating empathy and developing peer-driven solutions. The target is not included in the initial meetings though s/he is invited to attend the final session.

The collection contains 2 SPSS data files: NoBully_ST-Log-Data_final_archive.sav (n=94; 47 variables) and No-Bully_Survey-Data_final.sav (n=6410; 204 variables).

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

This study sought to examine any major changes in schools in the past two years as an evaluation of the Safe and Civil Schools Initiative. Students, faculty, and administrators were asked questions on topics including school safety, climate, and the discipline process.

This collection includes 6 SAS data files: "psja_schools.sas7bdat" with 66 variables and 15 cases, "psja_schools_v01.sas7bdat" with 104 variables and 15 cases, "psja_staff.sas7bdat" with 39 variables and 2,921 cases, "psja_staff_v01.sas7bdat" with 202 variables and 2,398 cases, "psja_students.sas7bdat" with 97 variables and 4,382 cases, and "psja_students_v01.sas7bdat" with 332 variables and 4,267 cases. Additionally, the collection includes 1 SAS formats catalog "formats.sas7bcat", and 10 SAS syntax files.

The study assesses school climate and bullying across 45 schools in 20 rural districts and 5 counties of Southern Illinois. Investigators also evaluated the effectiveness of a low-cost, component-based intervention that focused on improving classroom management, playground monitoring, and school-wide disciplinary procedures. This mixed-methods study incorporated hierarchical linear modeling, with mixed-effects longitudinal models for repeated outcomes. The project design incorporated random assignment, with multiple pre- and post-intervention assessments.

Major categories of variables include: students' feeling of safety in school areas; students' history of involvement in or observation of bullying; staff opinion and experience of bullying prevention methods; school policies on bullying; staff completion of training workshops; and demographics.

The units of analysis are individuals and schools.

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

The purpose of the study was to identify lifetime polyvictimization rates by gender identity and sexual orientation, for a national sample of sexual and gender minority adolescents. The study used an anonymous, incentivized, online survey which was completed by 1,177 sexual and gender minority adolescents who were currently enrolled in middle or high school (14 to 19-years-old).

The collection includes a README file, 1 STATA data file, (n=1,177; 520 variables) and 1 STATA syntax file.

This study is driven by the hypothesis that intervention and prevention programs to address violence and bullying in general, and cyberbullying in particular, can affect students' cyberbullying perpetration and victimization outcomes. Cyberbullying can occur throughout a student's day via various information and communication technologies. Thus, school administrators, teachers, and researchers have a unique opportunity to implement prevention programs that will, in addition to reducing toxic behavior, increase students' academic achievement, attendance, and rates of high school graduation. The researchers used meta-analytic techniques, such as combining all available effect sizes using robust variance estimation, to determine program effects. Specifically, the team answered the following questions:

1. What is the overall impact of anti-cyberbullying, traditional anti-bullying, anti-violence, and school-climate intervention and prevention programming on cyberbullying perpetration and victimization?
2. Are there certain program characteristics, types, or genres that are ineffective at producing meaningful changes in students' cyberbullying behaviors?
3. Are there additional characteristics of the primary studies' methodologies, measurements, or samples that significantly and meaningfully moderate the intervention effect size?
4. Do the programs have an impact on secondary outcomes, such as traditional bullying perpetration and student achievement?

These data are part of NACJD's Fast Track Release and are distributed as they were received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except for the removal of direct identifiers. Users should refer to the accompanying readme file for a brief description of the files available with this collection and consult the investigator(s) if further information is needed.

The study provides nationally representative and detailed data on technology-based harassment victimization incidents, understanding these victimizations in the context of a broad range of previous and current youth victimization experiences. Data are from the Technology Harassment Victimization (THV) Study, funded by the National Institute of Justice - a national telephone survey of a subset of 791 youth who took part in the National Survey of Children's Exposure to Violence II, 1993-2012 [United States] (ICPSR 36177).

The collection includes 2 SPSS data files and 1 Stata syntax file:

1. Full_THV_child-level_Wave_2_dataset__archive_ICPSR.sav (n=791; 677 variables)
2. THV_incident-level_data__archive_ICPSR.sav (n=311; 140 variables)
3. summary_do_file.do

This project examined the role of technology use in teen dating violence and abuse, and bullying. The goal of the project was to expand knowledge about the types of abuse experiences youth have, the extent of victimization and perpetration via technology and new media (e.g., social networking sites, texting on cellular phones), and how the experience of such cyber abuse within teen dating relationships or through bullying relates to other life factors.

This project carried out a multi-state study of teen dating violence and abuse, and bullying, the main component of which included a survey of youth from ten schools in five school districts in New Jersey, New York, and Pennsylvania, gathering information from 5,647 youth about their experiences. The study employed a cross-sectional, survey research design, collecting data via a paper-pencil survey. The survey targeted all youth who attended school on a single day and achieved an 84 percent response rate.

Many schools have implemented programs to address bullying, such as the Olweus Bullying Prevention Program (OBPP), or broader school behavioral issues, such as School-wide Positive Behavioral Interventions and Supports (SWPBIS), but there have been calls to integrate school interventions in order to address the limits of each "stand alone" program. The purpose of this project was to develop an intervention combining OBPP and SWPBIS strategies into one integrated program, evaluate its effectiveness using a randomized controlled trial (RCT), analyze the program's cost effectiveness, and examine the use of school-based mental health services in elementary, middle, and high school settings. Implications for policy and strategy are also discussed.

School-level data were presented including disciplinary incidents, student and teacher attendance, program costs, and the presence of mental health services. Students and teachers within intervention and control conditions were surveyed about their perceptions of bullying, school safety, and school climate. Teachers in intervention schools were asked about program satisfaction, self-efficacy, and fidelity. Students were asked numerous questions pertaining to physical and mental health, bullying perpetration and victimization, and substance abuse. Teachers and students were asked their grade, gender, and race.

The Wisconsin School Violence and Bullying Prevention Study sought to understand the impact of comprehensive bullying prevention programs on outcomes related to violence, safety, and bullying rates. This study focused on 24 middle schools (grades 6 to 8) in Wisconsin.

To examine the effectiveness of the school's current anti-bullying program, the Bullying Prevention Program Assessment tool (BPPAT) was completed at the end of the school year. The BPPAT focused on administrative policy and procedures geared towards students, faculty, parents, or administrators. This tool examined the following items: policy and procedures, program implementation, staff training, parental education and communication, student training, reporting systems, and continuous quality improvement (CQI). Students and faculty were given surveys to determine bullying rates and perceptions of school safety. The school safety survey was given to all students concerning their bullying victimization and perception of school safety. This survey contains the following demographic variables: age, sex, grade, and race. The verified bullying incident data contains incident reporting from faculty, which focused on the type of bullying and the demographics of the perpetrator and victim. After new bullying prevention programs were implemented, students were given the safety and bullying victimization survey which focused on perceptions of bullying and school safety.

The number of bullying incidents, number of student victims and perpetrators, and the demographic characteristics of victims and perpetrators were retained in aggregate form for each school were submitted to the Department of Public Instruction (DPI) for analysis.