Schools

The goals of the online mental health program for Hispanic families are to prevent and reduce depressive and anxious symptoms, suicide ideation/behaviors, and drug use in Hispanic youth. The program is rated No Effects. The program did not have a statistically significant impact on past-90-day alcohol use and family functioning. The treatment group had a statistically significant reduction in past-90-day drug use, prescription drug use, and cigarette use, compared with the control group.

This program uses psycho–social and present-moment awareness techniques to target adolescents’ alcohol-related cognitions and prevent their alcohol use. The program is rated Promising. Adolescents who received the intervention had reduced growth of alcohol consumption, compared with adolescents in the control group. There were no statistically significant differences between the groups in both negative and positive alcohol expectancies and drinking refusal self-efficacy.

The program focuses on the relationship between young adults and their parents to prevent substance misuse and other high-risk behaviors and enhance protective factors such as improving communication and strengthening familial relationships, encouraging healthy peer and romantic relationships, and promoting self-efficacy. The program is rated No Effects. It made no statistically significant impact on reducing the risk level for a problematic transition into young adulthood.

This is a school program to address student misbehavior and repair harm. The program is rated No Effects. Middle schoolers in the treatment group had a statistically significant higher likelihood of disciplinary referrals and out-of-school suspensions, compared with comparison group students, which was the opposite of what was intended. There were no statistically significant differences in disciplinary referrals or suspensions between high schoolers in the treatment and the comparison groups.

This is a framework of recommended practices for integrating police into the educational environment to enhance a safe school climate. The program is rated No Effects. There were no statistically significant differences in treatment and control school students’ delinquency, victimization, exclusionary discipline, relationships with adults, perceptions of police, nor school bonding, connectedness, and safety. Treatment school students had statistically significant increases in rule clarity.

This program aims to prevent sexual violence in middle school male athletes. The program is rated No Effects. There were no statistically significant differences between treatment and control group athletes in reports of abuse (relationship, cybersexual, or sexual), sexual harassment, negative bystander behaviors, sex-equitable attitudes, or intention to intervene. Treatment group athletes reported statistically significantly more positive bystander behaviors and recognized more signs of abuse.

This is a school-based program that works to improve emotional awareness and regulation in adolescents to improve their mental health outcomes. The program is rated No Effects. There were no statistically significant differences between students who received the intervention and students in the control group who did not receive the intervention in measures of resilience, anxiety, depression, socioemotional functioning, well-being, drug use, self-harm, suicidal ideation, and mindfulness.

This mentoring program for urban high school students is designed to improve college readiness. The program is rated No Effects. Compared with comparison students, treatment students were more likely to graduate and reported higher self-advocacy and critical thinking. These differences were statistically significant. There were no statistically significant differences in attending college, taking AP courses, task persistence, sitting in on college courses, seeking help, or growth mindset.

This was a program for college women who engaged in heavy episodic drinking to provide feedback on their risk perception and resistance to reduce sexual assault. The program is rated No Effects. Program participants did not statistically significantly differ from those in the control group on measures of incapacitated attempted/completed rape frequency, alcohol-related sexual assault incidents/severity, or use of sexual assault protective behavioral strategies at the 3-month follow-up.

This is a group-mentoring afterschool program in which elementary and middle school students with the diagnosis of a learning disability (LD) or attention-deficit hyperactivity disorder (ADHD) meet with high school or college student mentors who also have LD/ADHD, to discuss and address their strengths and challenges. The program is rated Promising. The program was shown to be associated with statistically significant decreases in depression and increases in self-esteem over the program period.

This is a group-based learning approach that seeks to enhance peer relations by increasing opportunities for positive social integration between adolescents. The program is rated Promising. Students in intervention schools reported they were less willing to use alcohol, had fewer deviant peer affiliations, lower perceived student stress and emotional problems, and had higher academic engagement, compared with students in control schools. These differences were statistically significant.

This is an anti-bullying program for adolescents in Spain, which is designed to decrease bullying and cyberbullying perpetration and victimization both in the classroom and virtual environments. The program is rated Promising. There was a statistically significant decrease in bullying and victimization and cyberbullying and cybervictimization for the treatment group, compared with the control group.

This is a college counseling program that promotes 4-year college enrollment and completion for low-income, first-generation students. The program is rated Promising. Participants in each of two cohorts had a statistically significant greater likelihood of enrolling in a 4-year college or any college, compared with the control group. In one cohort, participants were also enrolled in more total semesters and more likely to be continuously enrolled in college, compared with control students.

This is an afterschool program that prepares middle school students for academic and social success. The program is rated No Effects. Participants showed statistically significant higher rates of attendance and a greater likelihood of being on track to graduate and passing 12th grade English/language arts (ELA) than nonparticipants. Groups did not differ in ELA or math test scores, 12th grade suspensions, passing ELA and math comprehensive tests, or on-time promotion to 12th grade.

This is a schoolwide, multicomponent intervention to reduce and prevent aggression and bullying among students. The program is rated Promising. There was a statistically significant intervention effect on teachers’ ratings of students’ physical, verbal, and relational aggression and victimization. However, there was no statistically significant intervention effect on students’ self-reports of physical and relational aggression and victimization.

This program used a randomized experimental design to test the effects of a situational theft prevention strategy to reduce the theft of property (i.e., dry erase markers labeled with an anti-theft message) from classrooms at a university in Louisiana. The program is rated Promising. Treatment classrooms with labeled markers had a statistically significant lower likelihood of having the markers removed, compared with control classrooms that received markers without the message.

This is a school-based group mentoring program that seeks to improve academic performance and promote resilience against criminal involvement for ninth graders at risk of dropping out. The program is rated No Effects. While there were statistically significant increases in problem solving and prosocial peers for the intervention group, there were no statistically significant differences between intervention and comparison students in juvenile offenses, empathy, and perceptions of home support.

The program aims to increase school/community competence in responding to and preventing student emotional and behavioral health crises. This program is rated Promising. Compared with control schools, intervention schools had statistically significantly lower rates of suspensions and office referrals and had conducted more threat assessments and crisis interventions. However, there were no significant effects on bullying, juvenile justice referrals, and emotional or behavioral health incidents.

This individual and group mentoring intervention was designed to improve transition outcomes for foster youth by increasing their self-determination skills. The program is rated No Effects. There were no statistically significant differences between program participants and the comparison group in number of arrests or convictions, charge severity, range of punitive system involvement, comprehensive criminal justice involvement, delinquency, dropping out of high school, or homelessness.

This is a mindfulness-based yoga program intended to reduce substance use (and the subsequent negative effects of use) for adolescents at high risk of dropping out of school. The program is rated No Effects. There were no statistically significant differences in measures of substance use, self-regulation, mood, mindfulness, or coping skills for youth who participated in the program, compared with the control group youth.

This is an interactive, one-hour, online training course that educates school personnel on identifying, reporting, and preventing child sexual abuse (CSA). This program is rated Promising. There was a statistically significant increase in knowledge about CSA for teachers who participated in the training, compared with teachers who did not participate.

This program consists of a single-session, group-delivered intervention for high school and college students, which is designed to alter alcohol expectancies and lower alcohol use. The program is rated Promising. The program was shown to have a statistically significant effect on modifying alcohol expectancy processes and reducing alcohol consumption in college students; however, there was no statistically significant impact on high school students.

A classroom-based intervention, delivered by teachers, designed to prevent emotional and behavioral disorders in high-risk children. The program is rated Effective. Intervention group children showed statistically significant improvement in behaviors, social and behavioral competence, and student-teacher relationships, compared with control group children. Intervention group teachers showed statistically significant improvements in instructional practices, compared with control group teachers.

A summer youth employment program that is designed to improve school attendance, academic achievement, and employment of low-income youth between the ages of 14 and 24. The program is rated No Effects. There were no statistically significant differences in school attendance or academic achievement between program participants and the control group. However, there were statistically significant differences in employment and earnings for program participants, compared with the control group.

This was a mindfulness education and substance abuse prevention program for fourth- and fifth-grade students, which was designed to build self-regulatory skills and reduce intentions to use alcohol or tobacco. This program was rated Promising. There were statistically significant increases in measures of executive functioning, social problems, and aggression. There were no statistically significant effects on attention problems and intentions to use substances.

This is a school-based prevention program that targets fifth- and sixth-grade boys’ early aggressive behaviors to avoid later antisocial behavior in adolescence and adulthood. The program is rated Promising. The program was found to have a statistically significant effect in reducing both aggression in the boys and their tendency to interpret others’ actions as hostile. The program also improved the boys’ ability to respond in appropriate, non-aggressive ways to a variety of scenarios.

This brief, cognitive behavioral, motivational intervention was designed to address alcohol and other drug use as well as aggressive behaviors among English- and Spanish-speaking adolescents who were already involved in drugs and aggressive behavior. This program is rated No Effects. The study found no statistically significant differences in measures of substance use and aggressive behaviors between adolescents in the treatment group, compared with adolescents receiving standard care.

This is a school-based program that integrates a case-management framework for providing social support to truant youth. The goals of the program are to improve school attendance and renew progress toward graduation. This program is rated Promising. Students in the intervention group were more likely to have graduated and less likely to have dropped out than students in the comparison group.

This is a universal, school-based intervention for Jewish-Israeli students who are exposed to the ongoing Israeli–Palestinian conflict. It combines the original ERASE-Stress program with six additional modules focused on topics related to prosocial orientation, and aims to reduce PTSD, enhance resiliency, and develop prosocial skills. The program is rated Promising. The program was shown to statistically significant reduce PTSD severity, functional problems, anxiety, and somatic complaints.

This intervention is a universal, school-based intervention for Jewish-Israeli students who are exposed to the ongoing violence of the Israeli–Palestinian conflict. The program aims to reduce participants’ posttraumatic stress symptoms. The program is rated Promising. The program was shown to be statistically significant in reducing PTSD severity, functional problems, anxiety, and somatic complaints.

This is a preschool-based program designed to strengthen teachers’ classroom-management strategies and develop children’s social and problem-solving skills. The program is rated Promising. Across multiple measures, there was a statistically significant reduction in conduct problems and increase in prosocial behavior among participating children, compared with non-participating children. However, some measures showed no statistically significant effect of the program.

This is a school-based, substance-use-prevention program for adolescent girls, which uses solution-focused brief therapy and community and peer mentorship. The program is rated Promising. Program participation was shown to have a statistically significant effect on lowering drug use, improving social competence, increasing knowledge surrounding drug use, and increasing negative attitudes toward drug use. The program had no statistically significant effect on grade point average or self-esteem.

This is a police–school partnership intervention that seeks to reduce antisocial and truant behaviors among youth and increase their willingness to attend school. This program is rated Promising. The results show a statistically significant positive effect on truancy for program participants. Students who participate in the program are less likely to miss school and more likely to report being willing to attend school, compared with students who do not participate.

This is a school-based, structured mentoring program designed to reduce school absences and promote student engagement. This program is rated No Effects. One study found students in the program had statistically significant fewer days absent and more days in school. However, program students also had statistically significant lower math scores. There were no other statistically significant differences in outcomes. A second study also found no statistically significant differences

This is a school-based, social–emotional learning program for elementary school students. Teachers incorporate 25-40-minute lessons within the usual classroom curriculum. The program is rated No Effects. The treatment group displayed a statistically significant reduction in hyperactivity; however, there were no statistically significant differences between the treatment and control groups on measures of conduct problems, peer problems, social–emotional competence, or disruptive behaviors.

This is a universal, school-based social-emotional learning program aimed at reducing violence and encouraging academic success among middle school students. The program is rated No Effects. While the program had a statistically significant impact on reducing physical aggression, there was no statistically significant impact on sexual-violence victimization and perpetration, peer victimization, bullying victimization and perpetration, cyberbullying, or homophobic name calling.

This is a program that uses a caring adult, called a Promotor, to provide case management, mentoring, and advocacy for youths. This program is rated No Effects. The intervention had statistically significant positive effects on school enrollment, housing stability, and births, but had statistically significant negative effects on getting into a fight and binge drinking. There were no effects on employment, carrying a weapon, incarceration, marijuana use, or perception of control of one’s life.

This is a classroom-based intervention that facilitates the development of social–emotional competence among students through “mindful attention” training. The program is rated Promising. Participants showed statistically significant increases in social–emotional competence, empathy, and perspective-taking; and decreases in aggressive and oppositional behaviors, fight starting, and rule breaking, compared with nonparticipants. However, there was no impact on measures of kindness.

This is a school-based intervention designed to help students with attention deficit hyperactivity disorder (ADHD) develop, practice, and generalize academic and social skills by using volunteer mentors to deliver skills training to students. This program is rated as No Effects. Academic functioning and parent/teacher ratings of student behavior reflecting ADHD symptoms did not differ statistically significantly for youths in the intervention group, compared with the control group.

This is an after-school intervention designed to help students with attention deficit hyperactivity disorder (ADHD) develop, practice, and generalize academic and social skills by using volunteer mentors to deliver skills training to students. This program is rated as No Effects. Academic functioning and parent/teacher ratings of student behavior reflecting ADHD symptoms did not differ statistically significantly between youths in the intervention group and those in the control group.

This in-school smoking prevention program was designed to spread and sustain norms of non-smoking behavior among 12–13 year olds, using influential peer opinion leaders. The program is rated No Effects. Youths who received the intervention did not differ statistically significantly from youths who did not receive the intervention in their odds of smoking in the last week, at 2 years post-intervention.

This is a school-based, suicide prevention program designed to build socioecological-protective influences across a full student population, using youth opinion leaders from diverse social cliques to develop and deliver messaging aimed at changing the norms and behaviors of their peers. This program is rated Promising. Peer leaders in the intervention schools showed statistically significant improvements on perceptions and behaviors pertaining to suicide and on social connectedness.

This is a competitive, social-policy debate program to advance academic achievement, community contributions, and life success of students in grades 9 to 12 in urban school districts. The program is rated Promising. The program was shown to have a statistically significant, positive effect on high school graduation and college readiness, as indicated by ACT scores.

This is a community-based program that was designed to address substance abuse and antisocial behavior. The program is rated Promising. Students in the schools that implemented the PROSPER model had statistically significant fewer conduct problems and lower lifetime illicit substance use, compared with students in control schools. However, there were no statistically significant impacts on driving after drinking alcohol or frequency of drunkenness.

The program was a universal, preventive intervention for first-grade students, designed to reduce the risk for substance use by improving teachers’ and parents’ communication and behavior-management skills. The program is rated Promising. Approximately 6 to 7 years after the program, participants showed a statistically significant lower likelihood of having initiated tobacco use, compared with nonparticipants. The program had no impact on alcohol, marijuana, inhalant, or other drug use.

This program was a preventive intervention for first-grade students, which was designed to reduce substance use risk by improving teachers’ behavior-management skills and enhancing classroom curricula. The program is rated Promising. Overall, results were mixed. The treatment group showed a statistically significant lower likelihood of self-reporting initiation of tobacco use and other drugs, compared with the control group. The program had no statistically significant impact on alcohol, mariju

This is a sexual assault risk-reduction program that is designed to teach college women bystanders about sexual assault, characteristics of men who perpetrate the crime, and how to intervene. The program is rated Promising. Experimental group participants demonstrated statistically significant increases in their ability and willingness to intervene, compared with control group participants. However, there was no statistically significant impact on rape myth acceptance.

The program aims to reduce precursors of teen pregnancy, including sexual risk behaviors, involvement in violence, and disconnection from school. The program is rated No Effects. There was a statistically significant impact on consistency of condom use and relational aggression perpetration, but there was no statistically significant impact on physical violence victimization, relational violence victimization, stress management, interpersonal skills, or fight avoidance skills.

The program is a school-based peer mentoring program in which high school students provide one-on-one mentoring to late elementary and early middle school students. This program is rated Promising. The mentored children showed statistically significant improvement on measures of spelling achievement and connectedness to school and to parents compared with the control group. However, mentored and control group children did not significantly differ on connectedness to reading, future, or friends.

This is a school-based, small-group program designed to prevent social aggression and increase empathy, prosocial behavior, and social problem–solving skills among fifth-grade females. The program is rated No Effects. Through treatment group, students demonstrated some statistically significantly improved social problem–solving skills, compared with control group students. There was no effect on prosocial behavior or social aggression.

This program is a multiyear classroom curriculum for kindergarten through eighth grade incorporating professional development for teachers, school staff, and leaders with literacy-based, skill-building, social–emotional learning programs. This program is rated Promising. The program had statistically significant effects on emotional support, positive classroom climate, and emotion-focused interactions. However, there were no effects on negative classroom climate and classroom supportiveness.

This is a short-term intervention program designed to assess children in transition to kindergarten. The goal of the program is to increase school-readiness and to develop early literacy and social and self-regulation skills. The program is rated Promising. The intervention group displayed statistically significantly lower levels of oppositional and aggressive behavior as well as statistically significantly higher levels of self-regulation.

This is a school-based trial that incorporated three programs: a Classwide Social Skills Program, a Connections Partner Reading Program, and a combination of both programs. The program is rated No Effects. There were statistically significant improvements on teacher- and parent-rated measures of externalizing problems. But there were no statistically significant effects on inappropriate classroom behavior and teacher- and parent-rated social skills.

This is a voluntary afterschool program for middle school aged youths to inform them about substance use and prevent them from starting or continuing alcohol use. The program is rated No Effects. The program was shown to have a statistically significant effect on delaying the initiation of alcohol use, but not on other measures of past or future alcohol use.

This is a preventative, school-based program for students in 4th, 5th, and 6th grades (ages 9–12) that sought to reduce rates of bullying and victimization within elementary schools. The program is rated Effective. Evaluation results suggest that the program statistically significantly reduced bullying and victimization rates at schools that implemented the program compared with a control group of schools that did not.

This is a school-based education program designed to teach students the warning signs of dating violence. The program is rated No Effects. There were no statistically significant impacts on perceptions of helpfulness in others, likelihood of seeking help, perpetration, victimization, and abusive or fearful dating experiences. However, there was a statistically significant increase in knowledge of dating violence in treatment group students.

This is a school-based intervention designed to promote nonviolent goals and beliefs and to discourage aggression. The program is rated No Effects. There were no statistically significant impacts on individual norms for aggression or nonviolence, goals and strategies supporting aggression or nonviolence, or beliefs supporting fighting or nonviolence.

This is a school-based intervention program focused on reducing instances of bullying and victimization, while increasing the safety of students in grades 3–5. The program is rated Promising. In all outcomes, the treatment schools showed statistically significant reductions in bullying, victimization, and witnessed aggression, as well as statistically significant increases in perceptions of safety at school.

This program consisted of a comprehensive, neighborhood-based, family-focused service delivery model that employed wraparound services and case management for justice-involved families with identified substance abuse problems. The program is rated Promising. Treatment group youth had a statistically significant decrease in noninstitutional and institutional out-of-home placements, compared with comparison group youth. However, there was no statistically significant difference in recidivism.

A health education program for 7th and 8th graders designed to delay sexual behavior and promote healthy dating relationships. The program is rated Promising. The program was shown to statistically significantly reduce emotional and physical dating violence victimization. However, the program did not have a statistically significant effect on physical perpetration of dating violence.

This is a school-based intervention involving administrators, teachers, staff, and parents that aims to improve relationships and school climate to enhance student achievement. The program is rated Promising. Students in treatment schools reported statistically significant reductions in the frequency of angry feelings and acting out, and greater disapproval of misbehavior, compared with students in control schools. There were no statistically significant differences in substance use.

This is a social, cognitive–behavioral treatment program that targeted children ages 8 to 12 who exhibited disruptive or aggressive behavior and conduct disorder. The program is rated No Effects. Overall, the evidence from the evaluation found that students who participated in the intervention did not statistically significantly differ from those students in the waitlist control group on measures of conduct disorder, oppositional defiant disorder, and externalization of behaviors.

This is a universal, school-wide prevention strategy aimed at reducing behavior problems that lead to discipline referrals and suspensions, and change perceptions of school safety. The program is rated Effective. Students in the SWPBIS schools received statistically significantly fewer school suspensions than students in schools that did not receive SWPBIS training. Perceptions of safety improved in the schools that implemented SWPBIS, but declined in the schools that did not implement SWPBIS.

This program consisted of an open-enrollment school choice plan in the Charlotte–Mecklenburg, N.C., School District, which was designed to offer slots at oversubscribed schools through a lottery-based system. The program is rated No Effects. There were no statistically significant differences between middle or high school students who won the lottery and middle or high school students who did not win the lottery in number of drug, property, or violent felony arrests, at the 7-year follow up.

This is a school-based program designed for at-risk middle school students that aims to improve academic performance, promote school connectedness, and decrease disciplinary actions. The program is rated No Effects. There was no statistically significant impact on students’ English, reading, or science grades; measures of school connectedness; or school absences. However, treatment group students had statistically significantly fewer discipline referrals compared with control group students.

This program offered one-to-one mentoring to at-risk students in 7th to 9th grades in an urban middle school setting to reduce their discipline referrals and school absences and to improve their school connectedness. This program is rated Promising. The program was associated with a statistically significant decline in the number of office disciplinary referrals and a statistically significant increase in school connectedness. However, the program had no impact on unexcused absences.

This is a culturally-based intervention targeting substance abuse among Native American adolescents. The program was designed for students who were part of the United Keetoowah Band of Cherokee Indians, the eighth largest tribe in Oklahoma. The program is rated Promising. The program was statistically significantly more effective in reducing substance abuse and other related problem behaviors compared with other nonculturally, standard substance abuse education programs.

This is a school-based drug prevention program designed to reduce students’ intention to use alcohol, tobacco, and illegal drugs and promote prosocial attitudes, skills, and behaviors. The program is rated No Effects. There were mixed findings in students’ self-reported emotional competency skills, social and resistance skills, and perceptions of the harmful effects of drugs. There were also no statistically significant impacts on students’ attitudes toward drugs.

This is a school-based program on anger and aggression management for children and adolescents, especially those at risk for academic and behavioral problems. The program is designed to teach youth about emotions and help them recognize alternatives to violent behavior and aggressive responses. The program is rated No Effects. There were no statistically significant differences between the treatment and comparison groups in anger control, state anger, or trait anger, at the 8-week follow up.

This is a school-based prevention program designed for high-risk students. The program is rated No Effects. There were no statistically significant differences between experimental group youth and control group youth in engagement in delinquency, alcohol use, smoking, GPA, anger, and school connectedness. There were also statistically significant negative program effects for experimental group youth in conventional peer bonding and peer high-risk behavior.

This is an interactive, school-based, character education and problem behavior prevention program designed to prevent high-risk behaviors in adolescents by having instructors provide them with models of good behavior. It is implemented in whole classroom, small group, and one-on-one sessions. This program is rated No Effects. There were no statistically significant differences found between treatment and control groups in substance use, sexual activity, or violence.

This is a smoking prevention program designed to promote awareness and knowledge of the harms of tobacco use among school-aged children. The program is rated Promising. Students in the intervention group had a statistically significant lower likelihood of smoking and smoked fewer average cigarettes per week, compared with students in the control group.

This is a school-based tobacco cessation program for high school students, which incorporates motivational activities to discourage smoking. The program is rated Promising. Participants in the treatment groups had a statistically significant lower likelihood of reporting tobacco use in the past 30-days, compared with participants in the control group.

This is a health education curriculum that targets K–12 students and includes age-appropriate lessons that focus on the most serious health challenges facing school-aged children. The program is rated Promising. There was a statistically significant impact on aggressive behavior, social and emotional health, interpersonal and drug refusal skills, and past-30-day alcohol and cigarette use. However, there was no statistically significant effect on prosocial behavior.

This is an intergenerational mentoring initiative designed to delay or reduce substance use by increasing the resiliency and protective factors of at-risk middle school youth. The program is rated Promising. The treatment group showed statistically significant improvements in school attendance; reactions to situations involving drug use; and attitudes toward school, the future, and elders, compared with the control group; however, there were no effects on overall well-being or substance use.

This is an antiviolence program designed to prevent child maltreatment by providing education, resources, and support to parents to improve their parenting skills. The program is rated Promising. Treatment group parents reported a statistically significant reduction in using harsh discipline strategies and increase in appropriate developmental expectations, compared with control group parents at the 3-month follow up. However, there was no statistically significant difference in nurturing.

This is an alcohol prevention program for adolescents (typically high school students) that combines peer support with group reward structures. The program is rated Effective. Treatment group participants demonstrated statistically significant improvements in drinking behaviors, impulsive behaviors, attitudes toward drinking and driving, and alcohol knowledge, compared with control group participants.

This is a school-based program designed to improve the ease of students’ transition from elementary to middle or junior high school and address problem behavior. The program is rated Promising. Treatment group students demonstrated a statistically significant lower level of school transition stress, behavior problems, and psychological distress, and higher grade point averages, academic expectations, and improved classroom behaviors, compared with control group students.

This is a school-based program designed to improve students’ school attitudes and reduce delinquency. The program is rated Promising. The program showed a statistically significant positive effect on participants’ attainment of higher rates of supportive behavior and spontaneous prosocial behavior, compared with students who did not participate. There were no statistically significant effects on negative behavior, harmoniousness, substance/alcohol use, property damage, theft, or victimization.

This is an early intervention program designed to identify kindergarten children with antisocial behavior and introduce adaptive behavioral strategies to help prevent further antisocial behavior in school. The program is rated Effective. Treatment group students demonstrated statistically significant positive improvements in adaptive behavior, aggression, problem behaviors, and academic engagement, compared with control group students.

This is an alcohol misuse prevention curriculum for 10- to 18-year-olds that emphasized resistance training, knowledge of the immediate effects of alcohol use, identification of the risks of alcohol misuse, and recognition of social pressures that lead to alcohol misuse. The program is rated No Effects. There were no statistically significant effects found on alcohol use, alcohol misuse, serious offenses, or refusal skills.

This is a prevention program for disruptive kindergarten boys and their parents, designed to reduce short- and long-term antisocial behavior. The program is rated Promising. Treatment group boys had a statistically significant greater likelihood of graduating from high school and having lower rates of property violence, compared with comparison group boys, at the 19-year follow up. However, there were no statistically significant differences between groups in rates of personal violence.

This is a school-based program designed to teach students to cope with daily challenges. The program is rated Promising. Students who participated in this program showed a statistically significant improvement in number of coping skills, and in impulse control, peer popularity, and conflict resolution, compared with students who did not participate. However, there were no statistically significant differences in substance or alcohol use or in assertiveness with adults.

This is a family-centered intervention, which addresses family dynamics to prevent substance use and problem behaviors in adolescents. The program is rated Effective. Students in the treatment group were found to report less substance use, including alcohol, tobacco, and marijuana; and demonstrate less antisocial behavior, compared with students in the control group. These differences were all statistically significant.

This is a school- and family-based early intervention program that provides comprehensive educational and family support services to economically disadvantaged children. The program is rated Promising. The treatment group showed statistically significant declines in substance use, incarceration rates, and felony arrest rates at age 24, compared with the comparison group. However, there was no statistically significant effects on conviction rates or depressive symptoms.

This is a program for athletes on the danger of addiction and long-term use of spit tobacco. The program is rated Promising. Two studies showed mixed findings. One found no statistically significant effect on spit tobacco initiation; the second found athletes in the intervention were less likely than control group athletes to begin use. One study found a statistically significant higher cessation rate for the intervention group; the other found no statistically significant effect on cessation.

This is a classroom and school reform model that emphasizes shared responsibility for learning and classroom organization between teachers and students. The program is rated Promising. The intervention group demonstrated statistically significantly greater improvement in reading and mathematics achievement on the Texas Assessment of Academic Skills reading subtest from pretest to posttest at the end of the second year of intervention.

This is a neighborhood-based, intensive case-management approach to prevent drug use and delinquency for high-risk adolescents living in distressed neighborhoods. The program is rated No Effects. While treatment group youths had statistically significant reductions in the frequency of total violence and drug sales, there were no statistically significant effects on delinquency, property or status offenses, arrests and tickets, truancy, and disciplinary incidents or suspensions.

This is a universal school-based prevention program that trains children by offering them a variety of solutions to problems. The program is rated Promising. Treatment group students demonstrated statistically significant improvements on measures of problem solving, understanding consequences, and self-regulation, compared with the improvements made by control group students. However, there was no statistically significant effect on social competence.

This is a schoolwide bullying prevention program that seeks to reduce bullying perpetration and victimization by increasing staff awareness and students’ social–emotional skills. The program is rated No Effects. Despite some statistically significant findings, there were no statistically significant differences between students in intervention and control schools in self-reported bullying victimization, observed nonphysical bullying, self-reported bullying perpetration, and gossip victimization.

This is a school-based youth development program for adolescents ages 12–19 that aims to prevent school failure and suspension through curriculum-guided discussion and community service. The program is rated Promising. Treatment group youth had lower rates of course failure and school suspension, compared with comparison group youth. These were statistically significant differences.

This is a culturally sensitive tobacco- and alcohol-use prevention program adapted for migrant Hispanic adolescents. The program is rated No Effects. There were no statistically significant effects found between the treatment group and control group on past-30-day drinking, past-30-day smoking, susceptibility to drinking, and susceptibility to smoking.

This is an out-of-school program designed to improve educational performance in adolescents. This program is rated Promising. The program showed a statistically significant positive effect on participants’ attainment of higher grades in math, reading, spelling, history, science, and social studies, and a higher attendance rate, compared with students who did not participate. However, there was no statistically significant difference between groups in English, writing, and geography grades.

This is a school-based life skills training curriculum for middle-school students aimed at reducing drug and alcohol use. The program is rated No Effects. There were statistically significant effects on past-30-day marijuana use and on marijuana- and alcohol-refusal skills for treatment group students, compared with control group students, but no statistically significant impacts on past-30-day alcohol, cigarette, or other illicit substances use and in cigarette- and cocaine-refusal skills.

This is a family-based alcohol prevention program for families with middle school-aged children. The program is rated Promising. Students in the program reported fewer family fights; higher family cohesion, and school attachment; and more negative views on underage alcohol consumption, compared with control group students. Parents in the program reported greater opposition to underage alcohol consumption, compared with control group parents. These differences were statistically significant.

This is a team-centered, health promotion program for female high school athletes. The program is rated Promising. Athletes who participated in the program had a statistically significant higher likelihood of reporting improved nutritional behaviors and decrease in lifetime alcohol and marijuana use, compared with control group athletes. However, findings regarding the use of diet pills were mixed, and there was no statistically significant impact on the use of athletic-enhancing substances.

This is a media literacy and substance use prevention program intended for third- through fifth-grade students. The program is rated Promising. Intervention group students demonstrated less intention to use alcohol and tobacco in the future, better deconstruction skills, higher understanding of persuasive intent, and higher self-efficacy, compared with control group students. These differences were statistically significant.

This is a media literacy and substance use prevention program for sixth- through eighth-grade students. The program is rated Promising. Intervention group students reported less intention to use tobacco in the future, compared with control group students, at the 2-week follow up (a statistically significant difference). However, there were no statistically significant differences between the groups in intention to use alcohol in the future.

This is a comprehensive program intended to promote an antidrug message throughout communities and prevent substance use among middle school students. The program is rated Effective. One study found that treatment group students had statistically significant lower past-month and past-week rates of cigarette use, compared with control group students. However, a second study found no statistically significant differences in smoking, alcohol, or marijuana use between groups.

This is a school-based, universal substance abuse prevention program for middle school students. The program is rated No Effects. Intervention students self-reported greater use of alcohol and cigarettes and more binge drinking, compared with control group students, at the 5-year follow up. These differences were statistically significant. There were no statistically significant differences between groups in marijuana use.

This is a school-based violence prevention and character education program designed to improve student behavior and minimize aggression. The program is rated Promising. The program had statistically significant positive effects on risk and protective factors related to student violence for students in grade 3. There were also statistically significant positive effects on factors related to alcohol, tobacco, drug use, and violence for students in grades 9 through 12.

This is a cognitive-based intervention for aggressive children and for their parents to increase the children’s competence, study skills, social skills, and self-control during the transition to middle school. The program is rated Promising. There were mixed results on self-reported delinquency, but treatment group children showed a statistically significant reduction in substance use and improvement in aggressive behavior, compared with control group children.

This is an outdoor experiential prevention program for at-risk American Indian youth, which concentrates on American Indian cultural values to promote prosocial development and avoidance of alcohol and other drugs. The program is rated Promising. Treatment group youth reported statistically significant lower growth in overall substance use (cigarettes, marijuana, alcohol, and other illicit substances), compared with control group youth, at the 18-month follow up.

This is a school-based program for seventh and eighth graders, which was designed to prevent substance use initiation and reduce future substance use. The program is rated No Effects. There were no statistically significant differences in alcohol use, marijuana use, or cigarette use between students who participated in the program and control group students.

This program is designed to deter students from substance use and to identify and refer those with substance use problems to counseling or treatment services. Students and their parents sign consent forms, agreeing to the students’ random drug testing as a condition of participation in athletics and other school-sponsored extracurricular activities. The program is rated No Effects. There were no statistically significant effects on overall substance use or intentions to use substances.

This dual intervention aims to reduce peer violence and sexual harassment in middle schoolers by emphasizing consequences and increasing surveillance of unsafe areas. The program is rated Promising. The intervention group had statistically significant reductions in sexual victimization and in violence victimization and perpetration compared with those in the control group. There were no statistically significant effects on sexual harassment perpetration, or knowledge, attitudes, or intentions.

This was a universal prevention program designed to reduce impulsive and aggressive behavior in children. The program is rated No Effects. Intervention students had a statistically significant lower likelihood of using aggression while negotiating, needing adult intervention in conflict resolution, and showing more socially competent behavior and prosocial goals. However, the differences between the groups were small and there were no statistically significant differences in antisocial behavior.

This is a brief school-based, suicide-prevention program that seeks to reduce suicide risks and co-occurring health-related behaviors (such as depression and drug use). The program is rated No Effects. Intervention youth reported statistically significant lower levels of depression, compared with usual-care comparison group youth, but there were no statistically significant effects on suicide-risk behaviors, drug-involvement behaviors, drug-use control problems, and adverse drug consequences.

This is a school-based intervention designed to promote positive youth development and reduce substance use. This program is rated Promising. Intervention students showed statistically significant improvements in teacher ratings of antisocial behavior and social competency and reported a statistically significant decline in frequency of alcohol and marijuana use, compared with control students. However, there were no differences in prevalence of alcohol, marijuana, or cigarette use.

This was a school and community intervention that targeted children at an early age to prevent and reduce underage alcohol use. This program is rated Promising. The treatment group showed statistically significant reductions in alcohol use, binge drinking, and successful alcohol purchases by young-appearing buyers, compared with the comparison group. However, there was no statistically significant difference between groups in attitudes toward substance use.

This is a program designed to prevent the development of aggressive and antisocial behaviors in children in elementary school. The program is rated Effective. Youth who participated in the intervention demonstrated statistically significant reductions in physical aggression; in initiation of alcohol and tobacco; and in use over time of alcohol, tobacco, and illicit drugs; compared with control youth. However, there were no significant differences between groups in initiation of illicit drugs.

This is a program that aims to reduce behavior problems in children and increase their social and problem-solving skills. The program is rated Effective. Treatment group children demonstrated statistically significant improvements in conduct problems, social competence, and problem-solving skills, compared with control group children, at the posttest.

This is a classroom-based, drug abuse–prevention program for upper elementary and junior high school students. This program is rated Effective. Students who participated in the program reported a statistically significant decrease in prevalence of cigarette, alcohol, and polydrug use; and slower growth in initiation of substance use, compared with control students. However, there were no significant differences between groups on self-reported marijuana use.

This program uses a curriculum-based approach to improve youth academics, behavior, and character. The program is rated Effective. Treatment group students reported statistically significantly less substance use, sexual activity, violent behavior, serious violence-related behavior, and bullying behavior, compared with control group students. There were no statistically significant differences in measures of disruptive behaviors.

This is a preventive intervention designed to help college students make better decisions about alcohol use. The program is rated Effective. The intervention group showed statistically significant reductions in negative consequences of drinking (for example, accidents, violence or academic problems) and peak blood alcohol content. However, findings were mixed with regard to quantities consumed, and there was no statistically significant difference between groups in frequency of drinking.

This is a school-based program designed to prevent substance use. The program is rated No Effects. There were no statistically significant effects on marijuana use, cocaine use, or on prevalence of getting drunk, and mixed effects on tobacco use, alcohol use, and hard drug use. There was a statistically significant improvement for the treatment group in overall substance use and an index of all hard drug use.

This is a prevention program designed to decrease adolescents’ underage drinking and delinquency by increasing parents’ restrictive and prohibitory attitudes toward these behaviors. The program is rated Promising. Adolescents whose parents participated in the program had a statistically significant lower likelihood of having been drunk in the past month, lower alcohol use overall, and lower delinquency levels, compared with adolescents whose parents did not participate in the program.

This is a comprehensive, classroom-based curriculum designed to prevent or reduce tobacco use in fifth- to ninth-grade students. This program is rated Promising. The intervention group had a statistically significant reduction in initial use and weekly use of cigarettes and smokeless tobacco at the 1-year follow up, compared with the control group.

This program provides high-quality education for disadvantaged preschoolers. The program is rated Effective. Participants showed statistically significant reductions in lifetime convictions, compared with the control group, but no significant effects on their use of rehabilitation services or lifetime earnings. Participants’ children also showed a statistically significant greater likelihood of completing high school without suspension and being employed, compared with control group children.

This is a charter middle school that serves predominately low-income, minority students (grades 6–8) in Harlem who are usually 2 or 3 years behind grade level. The program is rated Effective. Students who were admitted to the school showed statistically significant improvements in English Language Arts scores, math scores, and attendance rates, compared with students who were not admitted. However, there were no significant differences between groups on matriculation.

This school-based program delivered to elementary school students to reduce bullying and victimization was designed for national use in the Finnish comprehensive schools. This program is rated Promising. There were statistically significant reductions for self-reported bullying and victimization and peer-reported victimization for KiVa schools compared with control schools; however, there were no significant differences between treatment and comparison schools on peer-reported bullying.

This program seeks to increase prosocial attitudes and behaviors toward and awareness of risky behaviors and precursors to sexual victimization among potential bystanders and third-person witnesses. The program is rated Promising. Intervention participants showed statistically significant improvements in knowledge of sexual violence and bystander attitudes, behavior, efficacy, and likelihood of helping friends, and a reduction in rape-myth acceptance, compared with nonparticipants.

This violence prevention program seeks to reduce negative child behavior for school-aged children. The program is rated No Effects. Overall, there were no differences on teacher and student reported aggression in students. The studies also found mixed statistically significant differences among age groups with students in grades 3-5 displaying less aggressive behavior, but also lower prosocial behavior. The evidence suggests the program did not have the intended effect on students.

This is a multifamily group program designed to empower parents to act as their children’s primary agents and to build helpful parent-to-parent groups with the help of schools. The program is rated Effective. The treatment group had statistically significant reductions in problem behaviors (such as aggression), increases in academic performance, and improvements in family adaptability, compared with the comparison group. However, there were mixed findings on other measures such as social skills.

This is a multicomponent school-based drug and alcohol prevention program for male high school athletes. The program is rated Promising. The intervention was associated with statistically significant reductions in participants’ intent to use steroids, and statistically significant increases in their knowledge of the negative side effects of steroids and in their ability to refuse steroids and other drugs.

This is a community-based approach to reducing and preventing crime while revitalizing the community. This program is rated No Effects. There were no statistically significant differences in rates of violent crime between the treatment and comparison areas following the crackdown. However, drug offenses increased significantly in the treatment areas, compared with the comparison areas.

This is a prevention program for middle and high school students, which is designed to stop or prevent dating violence perpetration and victimization. This program is rated Effective. The intervention group showed statistically significant reductions in psychological, physical, and sexual abuse perpetration, and physical abuse victimization, compared with the control group at the 4-year follow up; however, there were no significant differences between groups on sexual abuse victimization.

This is a school-based drug use prevention program, taught by police officers, which was designed for students in the sixth through 12th grades. The primary goal was to teach peer resistance and refusal skills so that adolescents can say “no” to drugs. The program is rated No Effects. There were no statistically significant differences between treatment and control group participants in drug use, attitudes toward drug use, or self-esteem.

This is a planning and implementation system that helps community stakeholders come together to address adolescent behavior problems such as violence, delinquency, substance abuse, teen pregnancy, and dropping out of school. This program is rated Promising. There were statistically significant lower levels of risk factors and a lower likelihood of initiation of delinquent behavior for intervention communities, compared control communities, but mixed results in substance use initiation.

This is a cognitive-behavioral therapy group intervention designed to reduce children’s symptoms of posttraumatic stress disorder (PTSD) and depression caused by exposure to violence. The program is rated Effective. Intervention group participants showed statistically significant reductions in depressive and PTSD symptoms, compared with control group participants, at the 3-month follow up. However, there were no statistically significant impacts on classroom behavior problems.