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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 was a randomized controlled trial of a dating violence and sexual harassment (DV/H) prevention program called the Shifting Boundaries (SB) Program. Thirty-five public middle schools in New York City were randomly assigned to one of four treatment conditions of the SB program. The project includes a baseline and two follow-up surveys with 6th, 7th and 8th grade students to assess short to medium term impact on rates of DV/H. The classroom curriculum intervention (SBC) covered the consequences for perpetrators of DV/H, state laws and penalties for DV/H, and respectful relationships. The school (building-level) intervention (SBS) included the use of school-based restraining orders, higher levels of faculty and security presence in areas identified through student mapping of safe/unsafe "hot spots," and the use of posters to increase awareness and reporting of DV/H.

The project examined (1) the effects of saturating a school environment by providing the SB intervention to all three middle school grades compared to only two grades or one grade and (2) the effects of two dosages of SB across two years compared to one dosage of the SB intervention across one year which was explored in two prior evaluations of the program.

This project utilizes secondary data analysis of existing data. Recognizing that the school discipline and juvenile justice experience of immigrants may differ from non-immigrant children, the project explores the role immigration status and border location has on these outcomes.

The Assessment of National and State Tip Line Technology as a Strategy for Identifying Threats to School Safety was conducted by RTI International, in partnership with the Oregon State Police, from 2018 through 2021. The project was designed to describe the national prevalence and characteristics of school safety tip lines, and to develop lessons learned on successful implementation approaches by conducting a case study with the SafeOregon tip line. The three main goals of the project were to:

1. Describe the prevalence and variability of tip line technology in public middle and high schools across the U.S. through a national survey of school administrators (Component 1).
2. Evaluate the relationship between tip line technology implementation and school safety by augmenting the national survey data with publicly available data on student disciplinary and school safety outcomes from the Department of Education's Civil Rights Data Collection (CRDC) (Component 2).
3. Assess the implementation experiences, outputs, and costs through an in-depth case study in the state of Oregon (Component 3).

For component 1, RTI conducted a national survey of public middle and high school administrators. For component 2, RTI conducted a national evaluation of school tip lines and measures of school safety, merging the national survey findings with eleven offense categories schools reported to the Department of Education's Civil Rights Data Collection (CRDC).

For Component 3, the team set out to better understand how tip lines are implemented, the characteristics or features of these systems, challenges school administrators face during implementation and use, and perceived effectiveness. Using a mixed-methods design, researchers analyzed the efforts to implement and operate Oregon's SafeOregon statewide school tip line program and present data from the national survey for context. Case study objectives included identifying the (1) prevalence and school characteristics of tip line use; (2) basic operational characteristics of tip lines, including partnerships, staffing, tip submission and triage processes, and anonymity and confidentiality; (3) barriers and challenges involved in tip line implementation; and (4) perceived impact of tip lines. This qualitative assessment was informed by interviews with key stakeholders, school administrators and students. As part of the final component, RTI analyzed tip line data from the SafeOregon statewide tip line program (2018-2020).

Data and documentation from the qualitative interviews (student focus groups and school-level stakeholders) will be made available at a future date.

Although the placement of school resource officers (SROs) in schools is widespread, little is known about its effectiveness in preventing school crime or the extent to which placement may harm schools and students (e.g., by facilitating the formal processing of minor offenses). The Study of Police in Schools sought to strengthen the evidence base on the effects of SROs on schools and students. Specifically, this study addressed two research questions: (1) What are the effects of SROs on school disciplinary offenses and disciplinary actions? and (2) Do the effects of SROs vary by implementation, school, and student characteristics?

The study focused on public secondary schools that increased SRO staffing through the 2013 and 2014 Department of Justice's Community Policing Services (COPS) Hiring Program (CHP) and on matched comparison schools that neither received SROs funded by CHP grants nor increased SRO staffing at the same time as treatment schools. Using longitudinal analyses of monthly school-level administrative data, the study compared the treatment and comparison schools on disciplinary incidents/offenses and actions. In addition, the study analyzed data from web surveys of school administrators and SROs at the sample schools, and from interviews with law enforcement officials at the agencies that placed the SROs in the schools. To assess the extent to which the presence of SROs affects the measurement of school crime, research staff also collected and analyzed qualitative information from interviews with school administrators in select treatment schools.

To conduct the study, the following data sources were collected or obtained:

1. Linking and SRO program information data files (1 file for CA, 1 file for FL)
2. California Department of Education administrative data files (5 files)
3. SRO web survey data files (1 file for CA, 1 file for FL)
4. School administrator web survey data files (1 file for CA, 1 file for FL)
5. Law enforcement agency interview data files (1 file for CA, 1 file for FL)
6. Moderator data file (1 file for CA)
7. School administrator interview data file (1 file for CA)

The Students, Teachers, and Officers Preventing (STOP) School Violence Act was enacted in 2018 to improve school safety by providing grants to states, local governments, and Indian tribes in the United States. Under this legislation, the Bureau of Justice Administration (BJA) was allocated $50 million per year to dedicate to grants for mental health and violence prevention training and education for school personnel and students, as well as the development or enhancement of threat assessment systems and crisis response teams. In the first two years, 2018 and 2019, 43 and 85 grantees were awarded funding for STOP programs, respectively. In 2020, the National Institute of Justice (NIJ) awarded funding to researchers to study the implementation of the first STOP programs. A cross-disciplinary team of researchers from the University of South Florida Child and Family Studies Department and the College of Education received an NIJ grant to study the STOP programs from the first two years of the grant program.

The research questions guiding this study were:

1. How have diverse stakeholders (e.g., school administrators, school-based and community mental health professionals, teachers, student and families, law enforcement/SROs, policymakers) been involved in the various stages of implementation?
2. How have violence prevention and mental health training programs reflected community needs?
3. What are the perceived barriers and facilitators to implementing violence prevention and mental health training programs across grantee sites?
4. How do various components of the implementation process contribute to satisfaction with implementation at different stages among stakeholders?
5. What measures are in place to evaluate and inform continuous implementation processes, and where do opportunities and needs exist for incorporating feedback to strengthen overall implementation?

This mixed-methods study included a cross-site survey and a case study analysis. The cross-site survey was sent to representatives from 128 grantee U.S. agencies who were involved in implementing programs or training from STOP grants (final n=90 respondents). Questions in the survey asked about implementation factors, barriers and facilitators to implementation, the capacity of schools at each site to address mental health, satisfaction of the implementation process, and how COVID-19 has impacted the implementation of STOP programs. There was also an opportunity to share open feedback. This survey was administered in July 2021 and in July 2022. The case study was an in-depth analysis of a smaller sample of grantee agencies. The researchers conducted stakeholder interviews, meeting observations, and document review to gain insights on participant experiences with implementation of STOP programs and what social, political, and cultural factors may have affected implementation.

The Challenges of Safety and Transitions Study (COSTs) was funded by the National Institutes of Justice (NIJ) to study the costs of victimization amongst a cohort of first-semester college students at minority-serving institutions (MSIs). COSTs consisted of three methodological components: 1) a three-wave prospective, longitudinal survey; 2) official campus enrollment and graduation data; and 3) focus group interviews. Advancing topical knowledge regarding the consequences and costs of victimization was achieved by querying participants about 12 unique types of victimization and a variety of tangible and intangible consequences and costs associated with specific victimization incidents up to one year after victimization.

COSTs participants completed three semi-annual online surveys from the Fall 2021 semester through Fall 2022 (approximately three academic semesters). Incident-based victimization data were collected, and participants were queried about ongoing behavioral, emotional, and financial costs associated with reported victimization incidents for the duration of data collection. Survey data were supplemented in each academic semester by official enrollment and graduation data from the university in which the participant was enrolled at the start of COSTs in order to further assess academic outcomes.

The study sought to measure knowledge about laws related to domestic violence and harassment, resources for help, rape myths, and skills such as conflict resolution; attitudes about the acceptability of violent, abusive, and harassing behaviors; behavioral intentions to avoid committing violent acts in the future as well as intentions to intervene when in the position of a bystander; behavioral measures about peer and dating partner physical and sexual violence experienced as a victim or perpetrator, and sexual harassment experienced as a victim or perpetrator; and other items covering a demographic profile of the students and questions on prior attendance at an educational program about sexual assault, harassment, or violence, and prior history of dating.

Researchers randomly assigned a school-based intervention to 6th and 7th grade classes (over 2,500 students) in 30 public middle schools in New York City to one of four conditions: (1) a classroom-based intervention; (2) a school-wide intervention; (3) interventions that included both classroom and school-wide components; or (4) a (no treatment) control group. The classroom based intervention was delivered through a six session curriculum that emphasized the consquences for perpetrators of domestic violence and harassment, state laws and penalties for domestic violence and harassment, the construction of gender roles, and healthy relationships. The school-wide intervention included the development and use of temporary school-based restraining orders, higher levels of faculty and security presence in areas identified by students and school personnel as unsafe "hot spots", and the use of posters to increase awareness and reporting of domestic violence and harassment to school personnel. Pencil and paper surveys were distributed to students at three different times: (1) immediately before the assignment to one of the four study conditions, (2) immediately after the treatment (or control condition) was completed, and (3) between five and six months after assignment to one of the four study conditions. The surveys took about 40 minutes to complete and were completed in the classroom during one class period.

The Link for Schools project was a longitudinal study evaluating the implementation and administration of a school-based violence prevention program, Link for Schools (also referred to as Link), in a high-risk school district in Cedar Rapids, Iowa. Study populations consisted of school staff and community members who participated in a two-tiered training program aimed at preventing and intervening with violence, and a sample of children in grades 1-8 who attended a school where the program was implemented. Study procedures took place during three academic years, starting in 2017 and ending in 2020.

The Link program was built upon the principles of trauma-informed care (TIC) and psychological first aid (PFA) based in motivational interviewing to identify and intervene on mental health and behavioral precursors of violence, and to mitigate the immediate impacts of violence among exposed youth. TIC training for the entire school community served as the first tier of support, then a safety net of staff trained in PFA and screening for non-specific stress and referral (referred to as Link interventionists) served as a second tier. Students whose needs exceeded the existing school resources were directly referred to appropriate care.

This collection contains the following data types:

• Case management records for each encounter interventionists had with students during the study time period (DS1) and linkages to other supports (DS2)
• Pre- and post-program survey data from school staff (DS4, DS7)
• Post-training survey data from school staff or parents who completed trauma-informed care (TIC) training (DS3), and staff who completed Link interventionist trainings (DS5, DS6)
• Costs of program administration, implementation, and training to estimate cost effectiveness (DS8)
• Student administrative records shared by the school district to determine initial eligibility for the intervention and track outcomes related to disciplinary action (DS9)

The Nashville Longitudinal Study of Youth Safety and Wellbeing (NLSYSW) was created to provide multi-level, multi-sector, longitudinal data on key ecological and developmental factors that impact youth violence and school safety. The data collected for this study include longitudinal survey and administrative data on disciplinary referrals and sanctions, social emotional competencies, school climate, community violence exposure, and attitudes toward violence from students in grades kindergarten through 12 in the Metropolitan Nashville Public Schools (MNPS) school district. In addition, this collection includes measures of several ecological influences, including school environment (e.g., programs/interventions offered, climate, and school safety) and neighborhood context (e.g., neighborhood economic structure, assets and resources, crime, gun violence, and housing) that can be linked to student data via neighborhood. The data provided spans the period of 2009 through 2022, with most intense coverage of 2018 through 2021.

These data have been utilized by an interdisciplinary team of researchers, educators, city government officials, police, juvenile courts, and youth development workers to support school and community initiatives related to understanding a) the role of neighborhood exposure to violence and disadvantage on students' norms/attitudes, behaviors, and achievement, b) the role of school climate and access to resources in moderating neighborhood and student risk factors, c) the neighborhood, school, and individual factors that influence students' social and emotional competence, and d) the neighborhood, school, and student factors that affect racial/ethnic disparities in office disciplinary referrals and the use of exclusionary discipline.

Demographic information at the student-level includes grade, gender, and race/ethnicity. At the school building-level, White, Black, and Hispanic staff percentages are provided.

The purpose of this study was to evaluate a comprehensive, research-based framework of recommended practices for integrating police into the educational environment. This research tested use of a multi-faceted school-based law enforcement (SBLE) framework to determine how the framework contributes to multiple outcomes. The objectives for this study were to: (1) implement a randomized controlled trial to test a comprehensive framework for SBLE involving 25 middle and high schools; (2) assess the impacts of this framework on student victimization and delinquency, use of exclusionary discipline practices (e.g., suspension, expulsion), school climate measures, and student-officer interactions; and (3) disseminate tangible findings that can immediately be translated into practice and further research in schools nationwide.

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.

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 research project has tested a possible explanation for the Great American Crime Decline of the 1990s and especially 2000s: the increasing rates at which psychotropic drugs are prescribed, especially to children and adolescents. Psychotropic drugs are often prescribed to youth for mental health conditions that involve disruptive and impulsive behaviors and learning difficulties. The effects of these drugs are thus expected to lead to the decrease in the juveniles' involvement in delinquency and violence. The effects of two legislative changes are hypothesized to have contributed to the increased prescribing of psychotropic drugs to children growing up in families in poverty: 1) changes in eligibility for Supplemental Security Income (SSI) that made it possible for poor children to qualify for additional financial assistance due to mental health conditions (1990 and 1996), and 2) changes in school accountability rules following the passage of No Child Left Behind Act (2002) that put pressure on schools in some low-income areas to qualify academically challenged students as having ADHD or other learning disabilities.

The objectives of the project are: 1) to assemble a data set, using state-level data from various publicly available sources, containing information about trends in juvenile delinquency and violence, trends in psychotropic drug prescribing to children and adolescents, and various control variables associated with these two sets of trends; 2) to test the proposed hypotheses about the effect of increasing psychotropic medication prescribing to children and adolescents on juvenile delinquency and violence, using the assembled data set; and 3) to disseminate the scientific knowledge gained through this study among criminal justice researchers, psychiatric and public health scientists, as well as among a wider audience of practitioners and the general public.

This collection includes one SPSS file (Dataset_NIJ_GRANT_2014-R2-CX-0003_DV-IV_3-29-17.sav; n=1,275, 113 variables) and one Word syntax file (doc36775-0001_syntax.docx).

Student threat assessment is intended to maintain school safety by resolving student conflicts or problems before they escalate into violence, with the secondary benefit of reducing reliance on safety practices that have deleterious consequences (e.g., zero-tolerance discipline). In 2013, Virginia legislation mandated the establishment of threat assessment teams in all K-12 public schools by July 1, 2014. The major goals of the project were to:

1. determine how student threat assessment is implemented in statewide practice in Virginia schools;
2. determine what student and school outcomes are associated with student threat assessment; and
3. determine whether training/technical assistance can improve student threat assessment.

To address Goal 1, the research team collected data across five years from the annual school safety audit survey that included information on how often threat assessments occur, characteristics of the threat cases, such as student demographics and how the threats were assessed, and the outcomes of the threat. The team also collected data on threat assessment training needs. To address Goal 2, the team correlated threat assessment data collected under Goal 1 with data on student and school outcomes obtained from the annual secondary school climate survey and statewide disciplinary records for school suspensions. To address Goal 3, the team developed, tested, and updated four separate online educational programs tailored to students, parents, staff, and threat assessment teams. These online programs have been implemented by schools in Virginia, 28 other states, and Canada.

This collection contains school safety audit data from 2013 to 2018 and all-time data for the online educational program assessments through 2019. Case-level data, high-risk case level data, and school climate data are available for limited years. Qualitative data on training needs will be made available in a future update.

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?

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.