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American Journal of Community Psychology

, Volume 40, Issue 3–4, pp 250–260 | Cite as

School Climate and Implementation of a Preventive Intervention

  • Anne GregoryEmail author
  • David B. Henry
  • Michael E. Schoeny
  • The Metropolitan Area Child Study Research Group
Original Paper

Abstract

Although there has been wide dissemination of research-based psychosocial prevention programs, a similarly strong research base to guide program implementation has been lacking. Program implementation has been particularly difficult for schools, due partly to insufficient understanding of how school ecologies interact with these programs. This study examined the effects of multiple dimensions of school climate on level and rate of change in implementation of a violence prevention intervention across three school years. Using multi-level modeling, the study found that teacher-reported support between staff and among teachers and students predicted higher average levels of implementation. Teacher-reported administrative leadership predicted greater growth in implementation across 3 years. Findings offer implications for an ecological model of program implementation that considers school-level contextual effects on adoption and sustainability of new programs in schools.

Keywords

Program implementation School climate Violence prevention 

Notes

Acknowledgements

This research was supported by grants from the National Institute of Mental Health (NIMH) and the Centers for Disease Control and Prevention (CDC).

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Copyright information

© Springer Science+Business Media, LLC 2007

Authors and Affiliations

  • Anne Gregory
    • 1
    Email author
  • David B. Henry
    • 2
  • Michael E. Schoeny
    • 2
  • The Metropolitan Area Child Study Research Group
  1. 1.Curry School of Education, Clinical and School PsychologyUniversity of VirginiaCharlottesvilleUSA
  2. 2.University of IllinoisChicagoUSA

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