SuicideSOARNCT05639426
Preventing Youth Violence Through Building Equitable Communities
A study testing Culturally Responsive Practices (CRP) and Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS) in people with Suicide and Violence in Adolescence, run by University of South Alabama at 1 site in United States.
Trial summary
Interpersonal or community violence is a long-standing health disparity that disproportionately affects African American youth, and suicide is disproportionately increasing among African American youth. Read more about this study
- Who is it for?
- Ages 10 to 99 years
- Conditions the study is for
- Suicide, Violence in Adolescence
- What is being tested?
- Culturally Responsive Practices (CRP) and Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,672 participants
- Where
- 1 siteUnited States
- Study dates
- 28 Sep 2022to 15 May 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 10 to 99 years
- All sexes
- No healthy volunteers
- Child, Adult, Older adult
Who may be able to join
- Youth will be eligible for the study if they attend a participating school, are capable of providing assent, and are able to understand spoken or written English.
- School personnel will be eligible if they are currently employed at a participating school.
Who cannot join
- Unable to give assent or consent.
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
About this study
Official title: Preventing Youth Violence Through Building Equitable Communities: An Evaluation of a Systemic Intervention
Interpersonal or community violence is a long-standing health disparity that disproportionately affects African American youth, and suicide is disproportionately increasing among African American youth. This project evaluates the impact of a multisystemic prevention program designed to reduce health disparities in violence by promoting equity in African American youths' experiences in education systems. This intervention has the potential to reduce morbidity and mortality among African American youth, promote overall quality of life, and reduce the societal costs associated with both interpersonal violence and suicidality.
Read the detailed description
Violence disproportionately affects African American youth. In addition to death and injury, violence exposure has significant psychological consequences, including traumatic stress symptoms and internalizing problems. Self-directed violence has shown startling and disproportionate growth among African American youth, with suicide rates nearly doubling from 2007 to 2018. Current prevention strategies have limited effectiveness, perhaps due to their failure to address the causal role of structural racism in violence. The primary aim of this proposed project is to examine the extent to which an intervention addressing structural racism in education reduces interpersonal violence and suicide among middle school-aged youth, with a focus on populations experiencing health disparities (African Americans; low-income communities). The proposed project will examine community-level changes using a multiple baseline experimental design that randomizes the start of the intervention in four middle schools. The intervention will consist of school-based intervention components including a culturally responsive, community-inclusive adaptation of a whole-school climate intervention (School-wide Positive Behavior Interventions and Supports) and culturally responsive practices training and coaching. Outcomes will be measured using archival data from the schools as well as survey data from youth and school personnel. Aim 1 is to evaluate the extent to which targeting structural and cultural racism reduces interpersonal violence among youth, as measured by individual-level and school-level data. Aim 2 is to evaluate the extent to which targeting structural and cultural racism reduces suicidality among youth, as measured by completed suicides and proximal precedents for suicide, including attempts and ideation. Aim 3 is to evaluate the extent to which targeting structural and cultural racism reduces both overall rates and disproportionality of school-based exclusionary discipline practices and increases culturally relevant pedagogy. Aim 4 is to evaluate specific intervention components by determining their effects on hypothesized mechanisms of change at the individual, teacher, and school levels. This intervention has the potential to reduce morbidity and mortality among African American youth, promote overall quality of life, and reduce the societal costs associated with both interpersonal violence and suicidality. Furthermore, effective strategies to address structural racism have the potential to facilitate groundbreaking public health prevention of health disparities.
- Conditions
- Suicide, Violence in Adolescence
- Being tested
- Culturally Responsive Practices (CRP), Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS)
- Medical subject headings
- Suicide
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Culturally Responsive Practices (CRP)Behavioural
The CRP component of the intervention targets pedagogy, curriculum, and potential teacher biases and discriminatory behavior. This component will consist of two intensive 4-hour workshops delivered by Morton and Billingsley in each school's first intervention year as well as one-hour annual boosters (Backpacks for Success and Culturally Relevant Pedagogy). All teachers and school administrators will participate in the workshops. The purpose of Backpacks for Success is to increase participants' awareness of structural racism, empathy for students, and motivation to change, while identifying equity targets and strategies to reach those targets. Culturally Relevant Pedagogy comprises classroom based strategies to promote equity, including use of culturally responsive curriculum, language, attitudes, and actions, with the goal of reducing interpersonal and cultural racism. Ongoing group coaching sessions will provide a space for peer support and learning around increasing CRP.
Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS)Behavioural
We will implement SWPBS according to the equity-focused framework established by the Center on PBIS, with an increased emphasis on community integration. SWPBS involves creating a school team of 6-10 people, including at least one administrator, teachers, and staff members. We will include at least three community stakeholders on each C-SWPBS team to integrate the culture of the community, reducing institutional and cultural racism. Community stakeholders may be parents or other invested members of the local community not employed by the school district. The school climate specialists serve on the C-SWPBS team and provide consultation for the management of violence incidents and mental health concerns.
| Study group | Role | What they receive |
|---|---|---|
| Strengthening Opportunities for Achievement and Resilience | Experimental | Strengthening Opportunities for Achievement and Resilience (SOAR) is an intervention condition consisting of both Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS) and Culturally Responsive Practices (CRP). It is a year-long, school-level intervention. Receives: Behavioral: Culturally Responsive Practices (CRP); Behavioral: Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS) |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change in youth self-reported interpersonal violence perpetration
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Aggression subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in teacher-reported youth interpersonal violence perpetration
Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Physical Aggression subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in school discipline incidents for violent behavior
We will collect archival data from the school system by participating school and quantify the number of violence-related discipline incidents (office discipline referrals, suspensions, and expulsions) that occur every three months. Violence-related discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported interpersonal violence victimization
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Victimization subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported exposure to community violence
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess exposure to community violence, youth will complete the Survey of Children's Exposure to Violence scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in teacher-reported youth interpersonal violence victimization
Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Victimization subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported suicide attempts
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide attempts and plans, youth will complete three items from the Youth Risk Behavior Surveillance Survey, which will be summed to create a suicide attempts/plans index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported suicide capacity
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide capacity, youth will complete the Suicide Capacity Scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported suicide ideation
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide ideation, youth will complete the suicide subscale of the Mood and Feelings Questionnaire. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in school-reported youth suicide-related incidents
We will collect archival data from the each participating school and quantify the number of youth suicide-related incidents based on suicide protocols administered by the school counselor every three months. Youth suicide-related incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth-reported race-based discrimination experiences
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess perceived racial discrimination, youth will complete the Adolescent Discrimination Distress Index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth-reported perceptions of police
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess their perceptions of police legitimacy, youth will complete the Perceptions of Police scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in inclusive pedagogy
Participating teachers in each school will provide example lesson plans on every three months. These lesson plans will be coded by trained graduate students in education using the Rubric for Culturally Responsive Lessons and Assignments, which will result in an inclusive pedagogy score. These scores will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in base rates in exclusionary discipline
We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) that occur every three months. Exclusionary discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in racial disparities in exclusionary discipline
We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) for Black youth and White youth that occur every three months. We will use that data to create an indicator of disproportionate exclusionary discipline based on the number of exclusionary discipline events per Black youth and per White youth separately in proportion to the number of White youth and Black youth in the school. Exclusionary discipline disproportionality will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Secondary outcomes (3)
Change in youth self-reported traumatic stress symptoms
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess symptoms of posttraumatic stress disorder, youth will complete the Checklist of Children's Distress. Youth self-report will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported depressive symptoms
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess symptoms of depression, youth will complete the Short Mood and Feelings Questionnaire. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported general internalizing symptoms
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess internalizing symptoms, youth will complete the Emotional Problems subscale of the Strengths and Difficulties Questionnaire. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Measured: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted6 Dec 2022
- Study start28 Sep 2022
- Primary completion31 Jan 2027 (estimated)
- Study completion15 May 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for SuicideStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Single group
- Masking
- None (open label)
- Enrolment
- 1,672 participants (estimated)
Sponsor and investigators
- Lead sponsor
- University of South Alabama
- Sponsor type
- University, hospital or other
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD), National Institutes of Health (NIH)
- Responsible party
- Principal investigator, Krista Mehari, Vanderbilt University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05639426
- Sponsor's protocol ID
- 21-454
- Other IDs
- R01MD017477
- Acronym
- SOAR
- Status last verified
- Apr 2026
- First submitted
- 1 Nov 2022
- Last updated
- 14 Apr 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No: Given the sensitivity of the youth data, we do not plan to make IPD available to other researchers except under specific circumstances. We will share the data on a case-by-case basis to qualified members of the research community through a Data Use Agreement and following documentation that they have obtained the approval of an institutional review board. We will ensure that all released data have appropriate documentation that describes the method of collection, what the data represent, and potential limitations for use by creating a Data Codebook. This report will include (1) documentation of the measures and evidence of internal validity; and (2) participant recruitment, recruitment rates, and information about the survey administration process. Data will be self-archived on a secure university network drive through the university's library system. Vanderbilt University will be responsible for long-term preservation of the data.
Study at a glance
From the registry record, last updated by the sponsor on 14 Apr 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Preventing Youth Violence Through Building Equitable Communities: An Evaluation of a Systemic Intervention
- ClinicalTrials.gov ID
- NCT05639426
- Acronym / sponsor ID
- SOAR / 21-454
- Conditions
- Suicide, Violence in Adolescence
- Study type
- Interventional
- Recruitment status
- Enrolling by invitation
- Enrolment
- 1,672 participants (estimated)
- Lead sponsor
- University of South AlabamaUniversity, hospital or other
- Collaborators
- National Institute on Minority Health and Health Disparities (NIMHD), National Institutes of Health (NIH)
- Study start
- 28 Sep 2022 (actual)
- Primary completion
- 31 Jan 2027 (estimated)
- Study completion
- 15 May 2027 (estimated)
- First posted
- 6 Dec 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Interpersonal or community violence is a long-standing health disparity that disproportionately affects African American youth, and suicide is disproportionately increasing among African American youth. This project evaluates the impact of a multisystemic prevention program designed to reduce health disparities in violence by promoting equity in African American youths' experiences in education systems. This intervention has the potential to reduce morbidity and mortality among African American youth, promote overall quality of life, and reduce the societal costs associated with both interpersonal violence and suicidality.
Detailed description
Violence disproportionately affects African American youth. In addition to death and injury, violence exposure has significant psychological consequences, including traumatic stress symptoms and internalizing problems. Self-directed violence has shown startling and disproportionate growth among African American youth, with suicide rates nearly doubling from 2007 to 2018. Current prevention strategies have limited effectiveness, perhaps due to their failure to address the causal role of structural racism in violence. The primary aim of this proposed project is to examine the extent to which an intervention addressing structural racism in education reduces interpersonal violence and suicide among middle school-aged youth, with a focus on populations experiencing health disparities (African Americans; low-income communities). The proposed project will examine community-level changes using a multiple baseline experimental design that randomizes the start of the intervention in four middle schools. The intervention will consist of school-based intervention components including a culturally responsive, community-inclusive adaptation of a whole-school climate intervention (School-wide Positive Behavior Interventions and Supports) and culturally responsive practices training and coaching. Outcomes will be measured using archival data from the schools as well as survey data from youth and school personnel. Aim 1 is to evaluate the extent to which targeting structural and cultural racism reduces interpersonal violence among youth, as measured by individual-level and school-level data. Aim 2 is to evaluate the extent to which targeting structural and cultural racism reduces suicidality among youth, as measured by completed suicides and proximal precedents for suicide, including attempts and ideation. Aim 3 is to evaluate the extent to which targeting structural and cultural racism reduces both overall rates and disproportionality of school-based exclusionary discipline practices and increases culturally relevant pedagogy. Aim 4 is to evaluate specific intervention components by determining their effects on hypothesized mechanisms of change at the individual, teacher, and school levels. This intervention has the potential to reduce morbidity and mortality among African American youth, promote overall quality of life, and reduce the societal costs associated with both interpersonal violence and suicidality. Furthermore, effective strategies to address structural racism have the potential to facilitate groundbreaking public health prevention of health disparities.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
| Arm | Type | Receives |
|---|---|---|
| Strengthening Opportunities for Achievement and Resilience | Experimental | Behavioral: Culturally Responsive Practices (CRP), Behavioral: Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS)Strengthening Opportunities for Achievement and Resilience (SOAR) is an intervention condition consisting of both Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS) and Culturally Responsive Practices (CRP). It is a year-long, school-level intervention. |
Who may qualify
- Ages
- 10 to 99 years
- Sex
- All
- Healthy volunteers
- Not accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (2 listed)
- Youth will be eligible for the study if they attend a participating school, are capable of providing assent, and are able to understand spoken or written English.
- School personnel will be eligible if they are currently employed at a participating school.
Key exclusion criteria (1 listed)
- Unable to give assent or consent.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Culturally Responsive Practices (CRP)The CRP component of the intervention targets pedagogy, curriculum, and potential teacher biases and discriminatory behavior. This component will consist of two intensive 4-hour workshops delivered by Morton and Billingsley in each school's first intervention year as well as one-hour annual boosters (Backpacks for Success and Culturally Relevant Pedagogy). All teachers and school administrators will participate in the workshops. The purpose of Backpacks for Success is to increase participants' awareness of structural racism, empathy for students, and motivation to change, while identifying equity targets and strategies to reach those targets. Culturally Relevant Pedagogy comprises classroom based strategies to promote equity, including use of culturally responsive curriculum, language, attitudes, and actions, with the goal of reducing interpersonal and cultural racism. Ongoing group coaching sessions will provide a space for peer support and learning around increasing CRP. | Behavioural | Strengthening Opportunities for Achievement and Resilience |
| Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS)We will implement SWPBS according to the equity-focused framework established by the Center on PBIS, with an increased emphasis on community integration. SWPBS involves creating a school team of 6-10 people, including at least one administrator, teachers, and staff members. We will include at least three community stakeholders on each C-SWPBS team to integrate the culture of the community, reducing institutional and cultural racism. Community stakeholders may be parents or other invested members of the local community not employed by the school district. The school climate specialists serve on the C-SWPBS team and provide consultation for the management of violence incidents and mental health concerns. | Behavioural | Strengthening Opportunities for Achievement and Resilience |
Primary outcome
Change in youth self-reported interpersonal violence perpetration
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Aggression subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in teacher-reported youth interpersonal violence perpetration
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Physical Aggression subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in school discipline incidents for violent behavior
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
We will collect archival data from the school system by participating school and quantify the number of violence-related discipline incidents (office discipline referrals, suspensions, and expulsions) that occur every three months. Violence-related discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Change in youth self-reported interpersonal violence victimization
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Victimization subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in youth self-reported exposure to community violence
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess exposure to community violence, youth will complete the Survey of Children's Exposure to Violence scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in teacher-reported youth interpersonal violence victimization
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Victimization subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in youth self-reported suicide attempts
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide attempts and plans, youth will complete three items from the Youth Risk Behavior Surveillance Survey, which will be summed to create a suicide attempts/plans index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in youth self-reported suicide capacity
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide capacity, youth will complete the Suicide Capacity Scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in youth self-reported suicide ideation
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide ideation, youth will complete the suicide subscale of the Mood and Feelings Questionnaire. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in school-reported youth suicide-related incidents
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
We will collect archival data from the each participating school and quantify the number of youth suicide-related incidents based on suicide protocols administered by the school counselor every three months. Youth suicide-related incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Change in youth-reported race-based discrimination experiences
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess perceived racial discrimination, youth will complete the Adolescent Discrimination Distress Index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in youth-reported perceptions of police
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess their perceptions of police legitimacy, youth will complete the Perceptions of Police scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.
Change in inclusive pedagogy
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Participating teachers in each school will provide example lesson plans on every three months. These lesson plans will be coded by trained graduate students in education using the Rubric for Culturally Responsive Lessons and Assignments, which will result in an inclusive pedagogy score. These scores will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Change in base rates in exclusionary discipline
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) that occur every three months. Exclusionary discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
Change in racial disparities in exclusionary discipline
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) for Black youth and White youth that occur every three months. We will use that data to create an indicator of disproportionate exclusionary discipline based on the number of exclusionary discipline events per Black youth and per White youth separately in proportion to the number of White youth and Black youth in the school. Exclusionary discipline disproportionality will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.
3 secondary outcomes
Change in youth self-reported traumatic stress symptoms
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported depressive symptoms
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Change in youth self-reported general internalizing symptoms
Time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 14 Apr 2026.
- Individual participant dataSharing planned: No. Given the sensitivity of the youth data, we do not plan to make IPD available to other researchers except under specific circumstances. We will share the data on a case-by-case basis to qualified members of the research community through a Data Use Agreement and following documentation that they have obtained the approval of an institutional review board. We will ensure that all released data have appropriate documentation that describes the method of collection, what the data represent, and potential limitations for use by creating a Data Codebook. This report will include (1) documentation of the measures and evidence of internal validity; and (2) participant recruitment, recruitment rates, and information about the survey administration process. Data will be self-archived on a secure university network drive through the university's library system. Vanderbilt University will be responsible for long-term preservation of the data.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Culturally Responsive Practices (CRP) and Culturally-Responsive Schoolwide Positive Behavior Interventions and Supports (C-SWPBS) in people with Suicide and Violence in Adolescence, run by University of South Alabama at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: enrolling by invitation, as of the sponsor's last update on 14 Apr 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change in youth self-reported interpersonal violence perpetration (time frame: Trajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)). The study lists 15 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 14 Apr 2026.