DOI: 10.3886/icpsr38301.v1
title: Link for Schools: A System to Prevent Violence and Its Adverse Impacts, Cedar Rapids, Iowa, 2017-2021
title: Version 1

description: The Link for Schools project was a longitudinal study evaluating the implementation and administration of a school-based violence prevention program, Link for Schools (also referred to as Link), in a high-risk school district in Cedar Rapids, Iowa. Study populations consisted of school staff and community members who participated in a two-tiered training program aimed at preventing and intervening with violence, and a sample of children in grades 1-8 who attended a school where the program was implemented. Study procedures took place during three academic years, starting in 2017 and ending in 2020. The Link program was built upon the principles of trauma-informed care (TIC) and psychological first aid (PFA) based in motivational interviewing to identify and intervene on mental health and behavioral precursors of violence, and to mitigate the immediate impacts of violence among exposed youth. TIC training for the entire school community served as the first tier of support, then a safety net of staff trained in PFA and screening for non-specific stress and referral (referred to as Link interventionists) served as a second tier. Students whose needs exceeded the existing school resources were directly referred to appropriate care. This collection contains the following data types: Case management records for each encounter interventionists had with students during the study time period (DS1) and linkages to other supports (DS2) Pre- and post-program survey data from school staff (DS4, DS7) Post-training survey data from school staff or parents who completed trauma-informed care (TIC) training (DS3), and staff who completed Link interventionist trainings (DS5, DS6) Costs of program administration, implementation, and training to estimate cost effectiveness (DS8) Student administrative records shared by the school district to determine initial eligibility for the intervention and track outcomes related to disciplinary action (DS9)
description: The objectives of this study were as follows: Evaluate the effectiveness of Link in improving school climate and student performance. Evaluation the effectiveness of Link in reducing school violence in terms of overall referrals and aggression referrals. Measure the costs associated with Link administration, implementation, and training and estimate its cost effectiveness.
description: The study was designed as a two-level randomized control trial of students from 12 schools in the district. Recruitment for children and adults began in August 2017, and intervention activities started in fall 2017. Schools within the district were initially assigned to clusters, each containing 1 middle school and 3 feeder elementary schools. Clusters were then randomly assigned to either receive the intervention on a staggered basis (Cluster 1 from August 2017 to May 2020; Cluster 2 from August 2018 to May 2020) or no intervention (Cluster 3). Once assigned for intervention, enrolled students were randomized into an immediate treatment group where they were assigned to a trained interventionist, or into a wait-list control group. Students were categorized into three analysis groups: Those in Cluster 1 and Cluster 2 who received the intervention, those in Cluster 1 and Cluster 2 who were eligible but did not participate (within-school control), and those in Cluster 3 who would have been eligible if intervention was available (Cluster 3 control). Trauma-informed care (TIC) training evaluation: Training sessions lasted 30-60 minutes and involved participants watching a video developed specifically for the project, followed by a group discussion. Following the session, participants were invited to complete a post-training survey. Staff and other school community members were invited to complete the TIC training. Link pre- and post-training and program evaluation: Staff identified to serve as interventionists received specialized training in intervention skills and motivational interviewing. During the initial training session, participants completed a survey about their previous experiences using communication skills related to the Link program. After completing a second training session, interventionists were randomly assigned students. Additional trainings and mentoring was provided throughout the year. Debriefing sessions were conducted at the end of each intervention year. Due to COVID-19, the final post-program evaluation was completed online via REDCap. Administrative records: The school district provided the research team with de-identified records to identify students for the intervention. Link case management data: Students were invited to meet with their assigned interventionist several times during the school year for one-on-one conversations (10-30 minutes during the school day). Interventionists used the communication skills and tools learned in training, and referred students to additional resources based on needs assessments. Due to COVID-19, no new students could join after March 2020, and current students continued the intervention by phone or web meeting. Interventionists were instructed to complete a case management tool for process evaluation following each student encounter. Cost evaluation: Attendance logs were kept to track training events, event dates, preparation time, event duration, job title, and role. Annual effort was calculated for each role using Bureau of Labor Statistics wage rates.
description: Link case management tool data and linkages/supports: Interventionists recorded date of session, prep time, meeting duration, ratings for student stress, strategies used during the session, and planned follow-up actions. Linkages and support data include follow-up actions taken, dates of action, and time spent. Evaluation data (all stages): Staff/community members and interventionists were asked to rate their knowledge levels before and after the training(s), how well the training(s) addressed concerns or increased skills/confidence, the use of motivational interviewing techniques, and if they would recommend the Link program to other districts. Administrative records merged Link case management data with student demographics (age, race, ethnicity, gender, grade level) and counts of disciplinary incidents during the study.
description: Not applicable.
description: Response Rates: Not available.
description: Presence of Common Scales: None.
description: Students within Cluster 1 and Cluster 2 schools were identified for intervention if they had one or more behavioral referrals in the previous year or met at least two of the following criteria: attended 80% or less of enrolled school days, were in the 90th percentile or above on tardiness, had changed schools in the previous year, were not proficient in English Language Arts (ELA), tested in the 10th percentile or below on math, were in the 90th percentile or above on health office visits, or had a positive score on a Pediatric Symptom Checklist. Only students who could fluently speak English were enrolled. All school staff and members from the school community from Cluster 1 and 2 schools were invited to attend in-person training sessions about trauma-informed care. Staff not able to attend the in-person session were sent an email from their school administrator with the training information to be completed on their own time. School district administrators and research staff identified teachers, nurses, and other school support staff to serve as interventionists.
description: Datasets: DS0: Study-Level Files DS1: Link Case Management Tool Data DS2: Linkages and Other Supports Data DS3: Trauma Informed Care Evaluation Data DS4: Link Pre-Program Evaluation Data DS5: Link Post-Training Evaluation Initial Data DS6: Link Post-Training Evaluation Follow-Up Data DS7: Link Post-Program Evaluation Data DS8: Estimated Costs Data DS9: Student Administrative Records (Secondary) Data
description: Students in first through eighth grade who attended the school district. Staff who worked in the school district during the study time period. For trauma-informed care training survey only, parents of students enrolled during the study time period. . Smallest Geographic Unit: School district
description: record abstracts; coded on-site observation; on-site questionnaire; web-based survey