Outcome evaluation of a multi-component violence-prevention program for middle schools: the Students for Peace project

This study evaluated the effect of Students for Peace, a multi-component vi olence-prevention intervention, on reducing aggressive behaviors among stud ents of eight middle schools randomly assigned into intervention or control conditions. The intervention, based on Social Cognitive Theory, included t he formation of a School Health Promotion Council, training of peer mediato rs and peer helpers, training of teachers in conflict resolution, a violenc e-prevention curriculum, and newsletters for parents. All students were eva luated in the spring of 1994, 1995 and 1996 (approximately 9000 students pe r evaluation). Sixth graders in 1994 were followed through seventh grade in 1995 or eighth grade in 1996 or both (n = 2246), Cohort and cross-sectiona l evaluations indicated little to no intervention effect in reducing aggres sive behaviors, fights at school, injuries due to fighting, missing classes because of feeling unsafe at school or being threatened to be hurt. For al l variables, the strongest predictors of violence in eighth grade were viol ence in sixth grade and low academic performance. Although ideal and freque ntly recommended, the holistic approach to prevention in schools in which t eachers, administrators and staff model peaceful conflict resolution is dif ficult to implement, and, in this case, proved ineffective. The Students fo r Peace experience suggests that interventions begin prior to middle school , explore social environmental intervention strategies, and involve parents and community members.