Contextual Effects In School-Based Violence Prevention Programs: A Conceptual Framework And Empirica
This paper seeks to understand how contextual factors affect the outcomes of school-based violence prevention programs and provides a framework to assess contextual factors at different levels: classroom, school, and community/district. This is an important endeavor as it helps understand under what conditions school-based violence prevention programs can be successful. The paper provides a review of studies that tried to identify the effects of implementation factors.
This study is a review of other studies that try to identify the effects of contextual factors in school-based violence prevention programs. It considers factors such as whether there was buy-in from parents, teachers, staff, and students; classroom size; teacher skills; levels of violence in the community, etc.
The study concludes while there is some evidence that contextual factors do matter in determining the success of programs and that there can be important interaction effects, the evidence is still mixed. This is likely because of the small number of studies that take an explicit look at contextual factors.