Implementation of Teen Dating Violence Laws and Policies in High Schools: Staff and Student Perceptions.

PURPOSE

Many US states and school districts have enacted laws and policies to address teen dating violence (TDV) in schools. There is mixed evidence around their effectiveness, underscoring the need to examine whether and how schools are implementing TDV laws and policies. This study explored barriers to and facilitators of implementing TDV policies and programs in high schools.

METHODS

We conducted semistructured interviews with school staff (n = 14) and students (n = 22) in four states with long-standing TDV laws that require districts to develop written TDV policies and provide educational programs (New Jersey, Texas, Rhode Island, and Massachusetts). Interview topics included knowledge and awareness of TDV and response to TDV through policies and programs. Interviews were recorded, transcribed, and analyzed using codebook thematic analysis in Dedoose. Barriers and facilitators were organized by relevant domains of the Consolidated Framework for Implementation Research.

RESULTS

Implementation barriers and facilitators were identified in the outer setting, inner setting, and individuals domains. Barriers included community pushback and norms, lack of training and resources for TDV, and limited awareness of laws and policies. Facilitators included state-level mandates to address TDV, clear policies and procedures, additional staff training, and willingness to recognize TDV as an issue.

DISCUSSION

Our findings highlight the multilevel determinants of how schools address TDV through policies and programs and the substantial unmet need that remains. While written laws and policies are promising systems-level strategies to reduce TDV, further resources and attention devoted to implementation are critical to ensure TDV is addressed effectively within schools.