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.

项目概要/摘要 广泛的研究记录了排他性纪律与众多青少年苦恼之间的联系 结果包括学业成绩下降、被赶出学校的可能性更大以及 增加药物使用和未来刑事司法参与，以减少。 青少年滥用阿片类药物和其他药物的情况需要在全系统范围内进行预防性审查 在学校中进行干预，以减少教育工作者在实施过程中与学生的偏见和惩罚性互动 因此，“防止学校排斥和阿片类药物滥用：包容性技能的有效性- 构建学习方法（ISLA）”正在通过 HEAL 提交给美国国立卫生研究院 倡议 (RFA-DA-23-051) 拟议项目旨在评估 ISLA（一项教学）的有效性。 和排除性纪律的恢复性替代方案，改善健康的社会决定因素（SDOH） 教育机会和质量以及社会和社区背景，以防止学校排斥和阿片类药物和 我们将进行有效性实施混合类型 1 集群随机。 在 6 个州的 60 所中学进行对照试验，所有随机接受治疗的学生和教育工作者都将参加。 收到 ISLA，我们将评估 ISLA 从 6 月底到 8 月底对学生成绩的影响 此外，我们将采用方法来理解跨多个级别的干预过程。 我们的首要目标是检验 ISLA 的有效性。 ISLA 关于教育机会和质量的 SDOH，特别是： (a) 排斥性纪律做法（办公室 纪律转介、校内和校外停学、开除）；以及 (c) 包容性； 我们还将测试 ISLA 对社会和社区背景的 SDOH 的直接影响， 具体来说：(a) 师生关系；(b) 学校氛围 此外，我们将测试直接影响。 ISLA 关于阿片类药物和其他药物滥用及相关风险因素的研究 ISLA 干预效应的中介者和调节者，作为阿片类药物变化的关键机制 我们将研究假定的中介效应。 ISLA 关于阿片类药物和其他药物滥用及相关风险因素的社会决定机制。 还将研究学生种族/族裔与 ISLA 干预之间的潜在调节作用 最后，我们的第三个目标是评估实施情况。 ISLA 干预的结果，包括： (a) 可行性、可用性、可接受性和保真度； (c) 成本分析，通过评估是否可以填补物质使用领域的长期空白。 针对并改善 SDOH 的上游学校预防干预措施可以产生有意义的影响 预防阿片类药物和其他药物滥用及相关风险因素。