Implementation level was not significantly associated with most student and staff climate outcomes or any administrative outcomes¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Implementation level was not significantly associated with the remaining SCCS scales (student and staff) or with any AK DEED administrative outcomes including test scores, discipline, attendance, graduation, and dropout. → Boal 2025

Evidence¶

Boal 2025¶

Boal, A., McCullough, S., & Chin, A. (2025). Exploring implementation of trauma-engaged practices in Alaska schools (REL 2025–011). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. https://ies.ed.gov/ncee/rel/Products/RWR/Publication/108318

q2 · i? · associational · r2

Series of mixed-effects multilevel regressions on 2021/22 SCCS and AK DEED administrative data found no significant associations beyond the two climate scales; the report adds that implementation level "was not significantly associated with any AK DEED administrative outcomes." Equivalence was not tested.

"Implementation level was not significantly associated with the remaining scales on the elementary and secondary school versions of the SCCS or with any scales on the staff version of the SCCS."

Discussion¶

Related Claims¶

• High implementation of trauma-engaged practices was associated with higher elementary students' caring-others perceptions — related
• Emerging and high implementation were associated with higher secondary students' cultural connectedness — related
• Trauma exposure is widespread among school students and is associated with adverse cognitive, academic, behavioral, and socioemotional outcomes — related
• Educators rated their well-being and school climate perceptions as average, with grade-level-band differences in both — related
• Well-implemented community schools improve attendance, behavior, engagement, and academic outcomes, with longer and more sustained implementation associated with more significant outcomes — reports the opposite
• MindMatters evaluations show improved resilience and school climate, with modest overall effects in the German secondary-school adaptation — related
• Comprehensive community school interventions show positive impacts on student outcomes including attendance, achievement, graduation, and reduced achievement gaps — related
• A school's likelihood of high implementation of trauma-engaged practices increased with its percentage of students in foster care — related