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How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program

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Abstract

A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers’ own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers’ beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

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Acknowledgments

This research was supported in part by grants from the Institute of Education Sciences [R305A080326; R305A130060] and the National Institute of Mental Health [P30 MH08643, T32 MH18834]. We thank the administration and teachers of the Baltimore City School District who are devoted educators of children. Informed consent was obtained from all individual participants included in the study.

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Authors and Affiliations

  1. Pennsylvania State University, State College, PA, USA

    Celene E. Domitrovich

  2. CASEL, Chicago, Illinois, USA

    Celene E. Domitrovich

  3. University of Virginia, Charlottesville, VA, USA

    Catherine P. Bradshaw & Juliette K. Berg

  4. Johns Hopkins University, Bloomberg School of Public Health, Baltimore, MD, USA

    Catherine P. Bradshaw, Elise T. Pas, Rashelle Musci & Nicholas Ialongo

  5. University of Maryland School of Medicine, Baltimore, MD, USA

    Kimberly D. Becker

  6. PAXIS Institute, Tucson, AZ, USA

    Dennis D. Embry

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  1. Celene E. Domitrovich
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  2. Catherine P. Bradshaw
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  3. Juliette K. Berg
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  4. Elise T. Pas
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Correspondence to Celene E. Domitrovich.

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Schools and teachers voluntarily participated and teachers provided written consent following procedures that were approved by the Institutional Review Board at Johns Hopkins University, where the study was conducted.

Conflict of Interest

Dr. Domitrovich is an author on the PATHS Curriculum and has a royalty agreement with Channing-Bete, Inc. This has been reviewed and managed by Penn State’s Individual Conflict of Interest Committee. Dennis D. Embry is the copyright and trademark holder of PAX GBG and accrues royalties and salary from the sale and implementation of PAX GBG. None of the other authors have any conflicts of interest to declare.

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Domitrovich, C.E., Bradshaw, C.P., Berg, J.K. et al. How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program. Prev Sci 17, 325–337 (2016). https://doi.org/10.1007/s11121-015-0618-z

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