Project SECURE: Keeping Kids Safe in San Francisco Unified School District, California, 2017-2021 (ICPSR 38302)

Version Date: Jan 16, 2024

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Principal Investigator(s):
W. Carl Sumi, SRI International

https://doi.org/10.3886/ICPSR38302.v1

Version V1

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Summary

The purpose of Project SECURE (Safety, Equity, Caring, Understanding, and Resilience) was to evaluate the impact of a multi-tiered framework to strengthen the resilience of students who are the most vulnerable to adverse childhood experiences and trauma. Through Project SECURE, the team of researchers from SRI International and practitioners from San Francisco Unified School District (SFUSD) implemented and evaluated an evidence-based primary prevention program (Second Step) and targeted trauma-informed intervention (Bounce Back) in the district's elementary schools while developing a model for replication and expansion that reverses the negative trajectory and boosts the social-emotional and coping skills of students.

Citation

Sumi, W. Carl. Project SECURE: Keeping Kids Safe in San Francisco Unified School District, California, 2017-2021. Inter-university Consortium for Political and Social Research [distributor], 2024-01-16. https://doi.org/10.3886/ICPSR38302.v1

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Funding

United States Department of Justice. Office of Justice Programs. National Institute of Justice (2016-CK-BX-0002)

Subject Terms

Geographic Coverage

Restrictions

Access to these data is restricted. Users interested in obtaining these data must complete a Restricted Data Use Agreement, specify the reasons for the request, and obtain IRB approval or notice of exemption for their research.

Distributor(s)

Inter-university Consortium for Political and Social Research
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Time Period(s)

2017-01-01 -- 2021-12-31

Date of Collection

2017-01-01 -- 2021-07-31
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Study Purpose

The purpose of Project SECURE (Safety, Equity, Caring, Understanding, and Resilience) was to evaluate the impact of a multi-tiered framework to strengthen the resilience of students who are the most vulnerable to adverse childhood experiences and trauma.

Sample

Each year all elementary schools in the district that were not implementing the Second Step intervention were invited to participate in the study. Each year we randomly selected 10 of the schools that volunteered to participate. They were then randomly assigned to a Second Step treatment or waitlist control condition.

Students in 4th and 5th grade classrooms in participating schools were screened for exposure to trauma. Students meeting criteria were invited to participate in the project. Students with parental consent were randomized to the Bounce Back group or a waitlist control condition.

Time Method

Longitudinal

Universe

Elementary School Students in Northern California

Unit(s) of Observation

Individual

Data Type(s)

Mode of Data Collection

Description of Variables

Variables in this study include information about student's mental and emotional health, school attendance, and school test scores. Teachers and parents of the students were also surveyed in this study, variables from these sections include information about parent's views of their student's social and emotional health and the tasks of the teachers involved in the study.

Response Rates

A total of 195 surveys were collected at baseline for all students who participated in Bounce Back, and 175 surveys were collected at post-test. The overall response rate for Cohorts 1, 2, 3, and 4 was 74.5% (219/294) The response rate for Cohort 1 was 93.3% (70/75), and the response rate for Cohort 2 was 96.7% (88/91). The response rate for Cohort 3 was 20.5% (17/83) due to the school shutdown during the COVID-19 pandemic in Spring 2020, and the response rate for Cohort 4 was 44/45 (97.8%).

All schools randomized to the Second Step (n=18) or waitlist comparison condition (n=18) participated fully in the study with no attrition; all outcome data (school climate surveys, attendance data) were collected at the school-level and all were received (100% response rate).

Presence of Common Scales

Screen for Child Anxiety Related Emotional Disorders-Child Report (SCARED-C; Birmaher et al., 1999)

Social Adjustment Scale-Self-Report for Youth (SAS-SR-Y; Weissman, Orvaschel, and Padian, 1980)

Emotion Regulation Checklist (ER Checklist; Shields and Cicchetti, 1997)

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Original Release Date

2024-01-16

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Notes

  • The public-use data files in this collection are available for access by the general public. Access does not require affiliation with an ICPSR member institution.

  • One or more files in this data collection have special restrictions. Restricted data files are not available for direct download from the website; click on the Restricted Data button to learn more.