Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)

Autor/inn/en	Vincent, Claudia G.; Walker, Hill; Espelage, Dorothy L.; Valido, Alberto; Murray, Christopher; Svanks, Rita; Marquez, Brion; Pennefather, Jordan
Titel	Student Outcomes from the Pilot Test of a Comprehensive School Safety Framework for High Schools: Student Ownership, Accountability, and Responsibility for School Safety (SOARS)
Quelle	In: NASSP Bulletin, 106 (2022) 4, S.339-363 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vincent, Claudia G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/01926365221143078
Schlagwörter	School Safety; Student Responsibility; Accountability; Student Attitudes; Sense of Community; Victims; Peer Relationship; High School Students; Outcomes of Education; Educational Environment; Violence; Positive Behavior Supports; Restorative Practices; Program Implementation; Fidelity; Computer Oriented Programs; Technology Uses in Education; Oregon; Illinois + Suchen Sie Ihr Suchwort? Verantwortung; Schülerverhalten; Victim; Opfer; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gewalt; Computerprogramm; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This paper has two purposes: First, we describe the components of the Student Ownership, Accountability, and Responsibility for School Safety (SOARS) framework in the context of the literature on school safety. Second, we offer outcomes from a pilot study testing the framework's impact on student perceptions of: (1) school belonging; (2) sense of personal safety; (3) level of disruption; (4) level of delinquency; (5) responsibility for school safety; (6) engagement in victimizing behavior; and (7) sense of being victimized by peers. We conducted a study with two conditions, intervention and control. The study was conducted in Oregon and Illinois. Four high schools participated in the study. Two high schools received access to the SOARS framework and two high schools served as controls. We collected usage data of the "Advocatr" app, the central components of the SOARS framework, as well as survey data from students. We examined "Advocatr" use by overall frequency as well as across student race and gender. Survey data were analyzed using an ANCOVA analytic approach. Almost all outcomes were in the desired direction. Intervention effects on student-reported school belonging, sense of personal safety, and level of disruption reached statistical significance. Effect sizes ranged from small to medium, with the largest effect in students' perceptions of personal safety. We contextualize our study in the literature on school safety and describe the alignment of the SOARS components with existing recommendations for increasing students' safety at school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01