Preventing School Exclusion and Opioid Misuse: Effectiveness of the Inclusive Skill-building Learning Approach (ISLA)

防止学校排斥和阿片类药物滥用：包容性技能建设学习方法 (ISLA) 的有效性

• 批准号: 10775597
• 负责人: Rhonda Nese
• 金额: $ 77.01万
• 依托单位: UNIVERSITY OF OREGON
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-30 至 2028-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10775597
• 关键词: Academic achievement; Address; Administrator; Adopted; Behavior; Behavioral; Communities; Cost Analysis; Criminal Justice; Development; Discipline; Educational process of instructing; Effectiveness; Emotional; Equity; Ethnic Origin; Exclusion; Funding; Future; Future Teacher; Gender; Goals; Helping to End Addiction Long-term; Instruction; Intervention; Leadership; Learning; Link; Mannans; Mediating; Mediator; Methods; Minority Men; Opioid; Outcome; Prevention; Preventive; Problem Solving; Problem behavior; Process; Psychology; Public Health; Race; Randomized; Randomized, Controlled Trials; Research; Research Personnel; Risk Factors; Schools; Science; Social Problems; Special Education; Students; Suspensions; System; Testing; Training; United States National Institutes of Health; Youth; black women; community engagement; disparity reduction; education access; educational atmosphere; effective intervention; effectiveness evaluation; effectiveness trial; effectiveness/implementation hybrid; eighth grade; gender disparity; implementation evaluation; implementation outcomes; improved; intervention effect; junior high school; member; minority children; multi-component intervention; opioid misuse; peer; prevent; preventive intervention; racial disparity; racial minority; school district; skills; social; social determinants; social health determinants; student participation; substance misuse; substance use; teacher; universal prevention; usability

PROJECT SUMMARY/ABSTRACT Extensive research has documented the link between exclusionary discipline and numerous detrimental youth outcomes including lower academic achievement, a greater likelihood of being pushed out of school, and an increase in substance use and future criminal justice involvement. To engage in upstream prevention to reduce opioid and other substance misuse among youth there is a need to examine systems-wide, preventative interventions in schools to reduce educators biased and punitive interactions with students while implementing equitable supports. Thus, “Preventing School Exclusion and Opioid Misuse: Effectiveness of the Inclusive Skill- building Learning Approach (ISLA)” is being submitted to the National Institutes of Health, through the HEAL Initiative (RFA-DA-23-051). The proposed project aims to evaluate the effectiveness of ISLA, an instructional and restorative alternative to exclusionary discipline, on improving the social determinants of health (SDOH) of education access and quality, and social and community context to prevent school exclusion and opioid and other substance misuse. We will conduct an effectiveness-implementation Hybrid Type 1 clustered randomized controlled trial in 60 middle schools across six states. All students and educators randomized to treatment will receive ISLA, and we will evaluate impacts of ISLA on student outcomes from the end of 6th to the end of 8th grade. In addition, we will incorporate methods to understand intervention processes across multiple levels of the school context. Our first aim is to examine the effectiveness of the ISLA. We will test the direct effects of ISLA on the SDOH of education access and quality, specifically: (a) exclusionary discipline practices (office discipline referrals, in- and out-of-school suspensions, expulsions); (b) student engagement; and (c) inclusive teaching practices. We will also test the direct effects of ISLA on the SDOH of social and community context, specifically: (a) student-teacher relationships; and (b) school climate. Additionally, we will test the direct effects of ISLA on opioid and other substance misuse and associated risk factors. Our second aim is to examine the mediators and moderators of ISLA intervention effects which serve as key mechanisms for change in opioid and other substance misuse and associated risk factors. We will examine the putative mediating effects of ISLA social determinant mechanisms on opioid and other substance misuse and associated risk factors. We will also examine the potential moderating effect between student race/ethnicity and the ISLA intervention on reductions in exclusionary disciplinary practices. Finally, our third aim is to evaluate the implementation outcomes of the ISLA intervention, including: (a) feasibility, usability, acceptability, and fidelity; (b) sustainment; and (c) cost analysis. This project will fill a persistent gap in the field of substance use, by evaluating whether upstream school-based preventative interventions that target and improve SDOH can have meaningful impacts on preventing opioid and other substance misuse and associated risk factors.

项目摘要/摘要 广泛的研究记录了排他性学科和众多有害青年之间的联系 成果包括较低的学术成就，更大的可能被推出学的可能性以及 增加药物使用和未来的刑事司法参与。进行上游预防以减少 年轻人中的opioid和其他物质遗物需要检查整个系统的预防措施 在实施时，在学校中进行干预以减少与学生的偏见和惩罚性互动 公平的支持。这是“防止学校排斥和阿片类药物滥用：包容性技能的有效性 - 建筑学习方法（ISLA）”正在通过治疗提交给美国国立卫生研究院 倡议（RFA-DA-23-051）。拟议的项目旨在评估ISLA的有效性，ISLA是一种教学 在改善健康的社会决定者（SDOH）方面的恢复性替代方案 教育访问和质量以及社会和社区环境，以防止学校排斥和阿片类药物以及 其他物质滥用。我们将进行有效性实施混合1型簇的随机分组 在六个州的60个中学的对照试验。所有随机接受治疗的学生和教育者都将 接收伊斯兰 年级。此外，我们还将结合理解多个级别的干预过程的方法 学校背景。我们的第一个目的是检查ISLA的有效性。我们将测试直接影响 关于教育访问和质量SDOH的ISLA，特别是：（a）排除学科实践（办公室 纪律转介，校外和校外停学，驱逐）； （b）学生参与； （c）包容性 教学实践。我们还将测试ISLA对社会和社区环境SDOH的直接影响， 具体：（a）学生教师关系； （b）学校气候。此外，我们将测试直接效果 关于阿片类药物和其他物质滥用以及相关危险因素的ISLA。我们的第二个目标是检查 ISLA干预效应的介体和主持人，这些效应是OID变化的关键机制 以及其他药物滥用和相关的风险因素。我们将研究 关于阿片类药物和其他物质遗物和相关风险因素的ISLA社会确定机制。我们 还将检查学生种族/种族与ISLA干预之间的潜在调节作用 排除纪律实践的减少。最后，我们的第三个目标是评估实施 ISLA干预的结果，包括：（a）可行性，可用性，可接受性和保真度； （b）维持； （c）成本分析。该项目将通过评估是否是否填补物质使用领域的持续差距 针对和改善SDOH的上游基于学校的预防干预措施可能会产生有意义的影响 关于预防阿片类药物和其他物质的遗物和相关的风险因素。