Integrated models of school‐based prevention: Logic and theory

TLDR

School‑based prevention programs can positively impact social, emotional, and behavioral outcomes, yet accountability pressures often restrict non‑core activities, prompting the development of models that leverage effective structural and content components of social‑emotional and behavioral health interventions. The study describes an integrated approach to school‑based prevention, building on public health and prevention science models, and proposes implications for future research. The authors illustrate the mechanism by detailing how the PAX‑Good Behavior Game and the PATHS curriculum were integrated into the PATHS‑to‑PAX model, building on public health and prevention science frameworks. Integrated interventions are expected to produce additive and synergistic effects on multiple student outcomes, while also being more efficient, easier to implement with high quality and integrity, and more sustainable.

Abstract

School-based prevention programs can positively impact a range of social, emotional, and behavioral outcomes. Yet the current climate of accountability pressures schools to restrict activities that are not perceived as part of the core curriculum. Building on models from public health and prevention science, we describe an integrated approach to school-based prevention. These models leverage the most effective structural and content components of social-emotional and behavioral health prevention interventions. Integrated interventions are expected to have additive and synergistic effects that result in greater impacts on multiple student outcomes. Integrated programs are also expected to be more efficient to deliver, easier to implement with high quality and integrity, and more sustainable. We provide a detailed example of the process through which the PAX-Good Behavior Game and the Promoting Alternative Thinking Strategies (PATHS) curriculum were integrated into the PATHS to PAX model. Implications for future research are proposed.