The Effectiveness of an After-school Program Targeting Urban African American Youth

Positive Impacts of a Sport Intervention on Male Students of Color and School Climate

A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. Purpose: The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Method: Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10-14, M = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. Results: A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures F(1,74) = 15.00, p < .01, partial η² = .17. Overall school climate scores were statistically significantly greater in the intervention group (F(1,74) = 19.22, p < .01, partial η² = .20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. Conclusions: A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty.

Supporting Students: A GRADE Analysis of the Research on Student Wellness and Classroom Mental Health Support

Recommendations derived from research evidence regarding program implementation in school-based mental health [SBMH] require knowledge of the intervention outcomes as well as the potential to translate program components into schools. The Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) analysis was applied to major areas of the SBMH literature in addressing the areas of effectiveness and the strength of recommendation in implementation. Nine areas were addressed: emotional intelligence, stigma reduction, mindfulness, anxiety, depression, addictions, suicide prevention, trauma, and eating disorders. Ninety-eight studies were retrieved across the nine areas. Effect sizes based on reported outcomes and estimates on the strength of recommendation were generated in each of the nine areas of interest. These results provide an overview of the quality of the evidence that will be of relevance to school personal in making program selections.

Celebrating the strengths of black youth: increasing self-esteem and implications for prevention

The purpose of this study was to test the impact of a preventive intervention program, celebrating the strengths of black youth (CSBY), on African American children's self-esteem, racial identity, and parental racial socialization messages. CSBY consisted of 10 in-person group sessions in which small groups of middle school students met two trained group leaders. Parents were invited to attend three of the 10 group sessions. African American children between the ages of 7 and 10 were randomly assigned to either a treatment (TX; n = 33) or waitlist control (WLC; n = 40) group. Pre- and post-measures were completed to capture treatment effects. Analyses revealed that treatment group participants had higher levels of self-esteem post intervention than WLC group participants. In addition, treatment group parents were more likely to communicate egalitarian messages to their children post intervention than WLC parents. The advantages of a cultural heritage, strengths-based preventive intervention for African American youth and suggestions for future research are discussed.

Out-of-School-Time Academic Programs to Improve School Achievement: A Community Guide Health Equity Systematic Review

CONTEXT

Low-income and minority status in the United States are associated with poor educational outcomes, which, in turn, reduce the long-term health benefits of education.

OBJECTIVE

This systematic review assessed the extent to which out-of-school-time academic (OSTA) programs for at-risk students, most of whom are from low-income and racial/ethnic minority families, can improve academic achievement. Because most OSTA programs serve low-income and ethnic/racial minority students, programs may improve health equity.

DESIGN

Methods of the Guide to Community Preventive Services were used. An existing systematic review assessing the effects of OSTA programs on academic outcomes (Lauer et al 2006; search period 1985-2003) was supplemented with a Community Guide update (search period 2003-2011).

MAIN OUTCOME MEASURE

Standardized mean difference.

RESULTS

Thirty-two studies from the existing review and 25 studies from the update were combined and stratified by program focus (ie, reading-focused, math-focused, general academic programs, and programs with minimal academic focus). Focused programs were more effective than general or minimal academic programs. Reading-focused programs were effective only for students in grades K-3. There was insufficient evidence to determine effectiveness on behavioral outcomes and longer-term academic outcomes.

CONCLUSIONS

OSTA programs, particularly focused programs, are effective in increasing academic achievement for at-risk students. Ongoing school and social environments that support learning and development may be essential to ensure the longer-term benefits of OSTA programs.

Mentoring adolescents to prevent drug and alcohol use

BACKGROUND

Many adolescents receive mentoring. There is no systematic review if mentoring prevents alcohol and drug use.

OBJECTIVES

Assess effectiveness of mentoring to prevent adolescent alcohol/drug use.

SEARCH METHODS

Cochrane CENTRAL (issue 4), MEDLINE (1950-to July 2011), EMBASE (1980-to July 2011), 5 other electronic and 11 Grey literature electronic databases, 10 websites, reference lists, experts in addictions and mentoring.

SELECTION CRITERIA

Randomised controlled trials (RCTs) of mentoring in adolescents to prevent alcohol/drug use.

DATA COLLECTION AND ANALYSIS

We identified 2,113 abstracts, independently assessed 233 full-text articles, 4 RCTs met inclusion criteria. Two reviewers independently extracted data and assessed risks of bias. We contacted investigators for missing information.

MAIN RESULTS

We identified 4 RCTs (1,194 adolescents). No RCT reported enough detail to assess whether a strong randomisation method was used or allocation was concealed. Blinding was not possible as the intervention was mentoring. Three RCTs provided complete data. No selective reporting.Three RCTs provided evidence about mentoring and preventing alcohol use. We pooled two RCTs (RR for mentoring compared to no intervention = 0.71 (95% CI = 0.57 to 0.90, P value = 0.005). A third RCT found no significant differences.Three RCTs provided evidence about mentoring and preventing drug use, but could not be pooled. One found significantly less use of "illegal" drugs," one did not, and one assessed only marijuana use and found no significant differences.One RCT measured "substance use" without separating alcohol and drugs, and found no difference for mentoring.

AUTHORS' CONCLUSIONS

All four RCTs were in the US, and included "deprived" and mostly minority adolescents. Participants were young (in two studies age 12, and in two others 9-16). All students at baseline were non-users of alcohol and drugs. Two RCTs found mentoring reduced the rate of initiation of alcohol, and one of drug usage. The ability of the interventions to be effective was limited by the low rates of commencing alcohol and drug use during the intervention period in two studies (the use of marijuana in one study increased to 1% in the experimental and to 1.6% in the control group, and in another study drug usage rose to 6% in the experimental and 11% in the control group). However, in a third study there was scope for the intervention to have an effect as alcohol use rose to 19% in the experimental and 27% in the control group. The studies assessed structured programmes and not informal mentors.