Stoltenburg Abbey, McGuire Madison, Liverman Elizabeth, Lumelsky Paula, Bates Garrett, Gundacker Constance, Currie Brandon, Meurer John R
Institute for Health & Equity, School of Medicine, Medical College of Wisconsin, Milwaukee, WI, United States.
STRYV365, Milwaukee, WI, United States.
Front Psychol. 2024 Oct 8;15:1388499. doi: 10.3389/fpsyg.2024.1388499. eCollection 2024.
Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 and programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment.
To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes.
Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming.
Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships.
童年不良经历（ACEs）对儿童和青少年的学业成绩及整体幸福感有着深远影响。相比之下，积极的童年经历有助于减轻ACEs对健康和幸福感的负面影响。学校中的创伤知情和社会情感学习（SEL）项目可能会解决这些影响，学校工作人员在确保项目成功及影响学校成果方面发挥着关键作用。本研究旨在评估STRYV365项目的优势、劣势及改进领域。目的是完善项目实施并确定对学生、教师及更广泛学校环境的初步影响。
为实现这一目标，在项目结束后进行了四个焦点小组讨论，参与者包括来自四所城市学校的17名学校领导、管理人员和教师，这些学校为五至九年级的学生提供服务。音频转录本由四位共同作者进行专业转录，并使用Dedoose进行归纳编码分析，从而确定主要主题和子主题。
从转录本中确定了三个关键主题：学校对STRYV365项目的整体看法、STRYV365项目的优势及影响、项目改进建议。学校工作人员指出，该项目对学生特别有吸引力，有助于他们培养SEL技能并促进同伴与教练以及同伴之间的关系。此外，发现STRYV365项目增强了师生关系和员工关系。教师们表示对在未来项目中发挥更积极的作用有着浓厚兴趣。
总体而言，本研究强调了教师和管理人员参与为城市青年维持一致的SEL活动的重要性。研究结果还表明，为期四周的短期SEL项目可以对学校文化以及师生关系和教师之间的关系产生积极影响。
