Social-Emotional Learning for Domestic Violence

(R-CITY Trial)

Overseen By Jessika H Bottiani, Ph.D.

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: University of Virginia

Disqualifiers: Non-general education teachers, others

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Compensation: Varies

Number of Visits: Unknown

What You Need to Know Before You Apply

What is the purpose of this trial?

This trial explores how adding equity lessons to social and emotional learning (SEL) can create safer and more positive school environments. It aims to determine if combining these equity-focused lessons with the existing Second Step SEL program (referred to as SEL + Equity) has a greater impact than using the SEL program alone. The trial takes place in elementary and middle schools in Anne Arundel County. Teachers of core subjects like Math, Science, Social Studies, or English may be well-suited for this study. As an unphased trial, this study offers a unique opportunity to contribute to innovative educational research that could enhance school environments.

Will I have to stop taking my current medications?

The trial protocol does not specify whether participants must stop taking their current medications.

What prior data suggests that this intervention is safe for students and teachers?

Research has shown that social-emotional learning (SEL) programs are generally safe and well-received. One study with over 25,000 students found that the Second Step SEL program, a key part of the SEL + Equity approach, improved outcomes without causing significant negative effects. So far, schools have reported no major negative side effects from these programs.

Adding equity lessons to SEL is a newer idea, but it builds on this strong foundation. Current research is exploring how combining SEL with equity lessons helps students and teachers create positive learning environments. While specific data on side effects from this combination is not yet available, existing evidence suggests that SEL + Equity will likely be as well-received as traditional SEL programs. ^{1 2 3 4 5}

Why are researchers excited about this trial?

Researchers are excited about these treatments because they offer a new approach to addressing domestic violence through social-emotional learning (SEL) and equity-focused education. Unlike traditional interventions that might focus solely on crisis response or legal measures, the SEL + Equity treatment integrates equity literacy lessons tailored for grades 4-8, alongside school-wide professional development sessions. This approach not only enhances emotional intelligence but also promotes equitable practices within the classroom, potentially creating a more inclusive and supportive environment for students. By focusing on both social-emotional skills and equity, these treatments aim to foster long-term cultural changes in schools that address the root causes of domestic violence.

What evidence suggests that this trial's treatments could be effective for social-emotional learning in the context of domestic violence?

Research has shown that programs like Second Step, which focus on social-emotional learning (SEL), help students enhance their social skills and perform better academically. A detailed review found that students in these school-based SEL programs achieved more academically and functioned better in school. In this trial, participants will join one of two groups: the SEL Only group or the SEL + Equity group. The SEL + Equity program adds lessons on fairness, aiming to create positive and fair learning environments. Early evidence suggests that combining SEL with lessons on fairness helps both teachers and students better handle social and emotional challenges. This approach is designed to build resilience and stronger relationships in schools. ^{3 4 6 7 8}

Are You a Good Fit for This Trial?

The R-CITY Project is for general education teachers of core subjects like Math, Science, Social Studies, and English in Anne Arundel County Public Schools. It aims to enhance their ability to create a positive learning environment by integrating equity literacy with social and emotional learning (SEL).

Inclusion Criteria

General education teachers of core subjects (Mathematics, Science, Social Studies, English/Language Arts)

Timeline for a Trial Participant

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Intervention

Implementation of the R-CITY intervention with equity literacy lessons and Second Step SEL curriculum

School year (approximately 9 months)

Ongoing school-based activities

Post-intervention Follow-up

Assessment of outcomes such as teacher self-report surveys and classroom observations

1 month

Data collection visits

What Are the Treatments Tested in This Trial?

Interventions

• SEL + Equity
• SEL Only

Trial Overview

This study compares two educational approaches: 'SEL + Equity', which combines SEL curriculum with equity lessons, versus 'SEL Only', the standard SEL program. The goal is to see if adding equity training improves school environments.

How Is the Trial Designed?

Group I: Second Step + R-CITY Experimental Treatment 1 Intervention

Second Step + R-CITY supports include supports from the Second Step Only condition plus: * Training and implementation support for teachers to deliver 6 student lessons tailored to each grade level (4th and 5th for elementary schools; 6th - 8th for middle schools) and aligned with Second Step core content * Five 45-minute school-wide Professional Development (PD) sessions to complement the school district's PD * Individualized teacher coaching to support implementing teacher practices and classroom lessons

Group II: Second Step Only Active Control 1 Intervention

Second Step Only Condition supports include: * School wide support for implementation of Second Step curriculum (e.g., technical assistance professional development, facilitated professional learning communities) * Support to Positive Behavioral Intervention and Supports (PBIS) and Multi Tiered System of Supports (MTSS) with alignment of initiatives * Individualized technical assistance with Second Step program implementation

Who Is Running the Clinical Trial?

University of Virginia

Lead Sponsor

Trials

802

Recruited

1,342,000+

National Institute on Minority Health and Health Disparities (NIMHD)

Collaborator

Trials

473

Recruited

1,374,000+

Sheppard Pratt Health System

Collaborator

Trials

23

Recruited

7,800+

Johns Hopkins Bloomberg School of Public Health

Collaborator

Trials

441

Recruited

2,157,000+

Published Research Related to This Trial

Social and emotional learning (SEL) is essential for addressing students' emotional and social needs, which can enhance their overall development and academic engagement, especially in a high-stakes testing environment.

A case study from an Illinois school implementing SEL programming shows positive impacts on school climate, student behavior, and attitudes, suggesting that SEL can foster ethical decision-making and is applicable in various educational settings.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Promoting children's ethical development through social and emotional learning. Devaney, E., O'Brien, MU., Tavegia, M., et al.[2019]

The 'Me and My New World' program aims to enhance Social and Emotional Learning (SEL) competencies among middle school students in Panama, focusing on promoting equal relationships and nonviolent problem-solving to address issues like teenage pregnancy and HIV infections.

The program was developed using the Intervention Mapping Protocol, which involved a thorough needs assessment and stakeholder engagement, ensuring that cultural and educational contexts were considered to maximize the effectiveness of the intervention.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol. Araúz Ledezma, AB., Massar, K., Kok, G.[2022]

Systemic social and emotional learning (SEL) is essential for creating equitable educational environments that engage all students from Pre-K to Grade 12 in developing important social, emotional, and academic skills.

Effective implementation of systemic SEL requires coordinated efforts at various levels, including state and district policies, to support evidence-based practices, foster inclusive cultures, and enhance partnerships among schools, families, and communities.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Systemic social and emotional learning: Promoting educational success for all preschool to high school students. Mahoney, JL., Weissberg, RP., Greenberg, MT., et al.[2022]

The Second Step social emotional learning program significantly improved students' knowledge of the program content and led to increased prosocial behaviors, based on a meta-analysis of 24 studies.

There were no significant changes in antisocial behaviors associated with participation in the program, indicating its focus on promoting positive social outcomes rather than addressing negative behaviors.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A systematic review of the Second Step program. Moy, GE., Hazen, A.[2019]

The article outlines a framework developed by CASEL that helps educators select effective social and emotional learning (SEL) programs by focusing on 17 key competencies grouped into four categories: self-awareness, positive attitudes, responsible decision-making, and social interaction skills.

It emphasizes the importance of 11 critical program features, such as curriculum design and educator support, which are essential for the success of school-based SEL initiatives aimed at improving student health and reducing risky behaviors.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Social and emotional learning: a framework for promoting mental health and reducing risk behavior in children and youth. Payton, JW., Wardlaw, DM., Graczyk, PA., et al.[2022]

A psycho-educational intervention aimed at low-income couples significantly reduced intimate partner violence (IPV) by teaching therapeutic skills such as conflict management and relationship building, based on a study of 115 couples.

The reduction in IPV was linked to an increase in healthy relationship skills, indicating that targeted interventions can effectively promote safer relationships in situationally violent couples.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Reducing situational violence in low-income couples by fostering healthy relationships. Cleary Bradley, RP., Gottman, JM.[2021]

Despite the implementation of a mandatory 1-hour continuing education course on domestic violence in Florida in 1993, there were no significant improvements in healthcare professionals' awareness and identification of pregnant women in abusive relationships by 1997.

However, there was a notable increase in the availability of patient education materials regarding domestic violence over the four-year period, indicating some progress in resources despite the lack of change in professional awareness.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Continuing education about physically abusive relationships: does education change the perceptions of health care practitioners? Perrin, KM., Boyett, TR., McDermott, RJ.[2022]

The intervention, which provided support and taught child management skills to mothers of children with conduct problems, led to faster improvements in children's behavior compared to families receiving standard services.

After 16 months, the intervention significantly reduced the number of children displaying clinical levels of conduct problems and helped mothers improve their child management skills.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Reducing conduct problems among children of battered women. Jouriles, EN., McDonald, R., Spiller, L., et al.[2019]

In a study involving 100 couples with an abusive male partner, men who received skills training in either editing-out-the-negative or accepting influence showed significant reductions in aggressive feelings during arguments compared to those who received a time-out intervention.

Women reported feeling less aggressive when their partners were in the skills-training conditions, indicating that teaching communication skills to IPV men can positively affect the emotional dynamics of their relationships.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A proximal change experiment testing two communication exercises with intimate partner violent men. Babcock, JC., Graham, K., Canady, B., et al.[2021]

A training program aimed at improving the identification and management of domestic violence in primary care was implemented across two medical centers, involving the entire adult healthcare teams, and showed promising results in enhancing provider skills.

Nine months after the training, core content on domestic violence was highly valued by providers, indicating that the program effectively equipped them with knowledge and techniques to better address domestic violence cases in their practice.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

A training program to improve domestic violence identification and management in primary care: preliminary results. Thompson, RS., Meyer, BA., Smith-DiJulio, K., et al.[2015]

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Social-Emotional Learning for Domestic Violence (R-CITY Trial)

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