What this trial measures

• Change in youth self-reported interpersonal violence perpetrationTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Aggression subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in teacher-reported youth interpersonal violence perpetrationTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Physical Aggression subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in school discipline incidents for violent behaviorTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  We will collect archival data from the school system by participating school and quantify the number of violence-related discipline incidents (office discipline referrals, suspensions, and expulsions) that occur every three months. Violence-related discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.

• Change in youth self-reported interpersonal violence victimizationTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess interpersonal violence perpetration, youth will complete the Problem Behavior Frequency Scales- Adolescent Revised, Physical Victimization subscale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in youth self-reported exposure to community violenceTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess exposure to community violence, youth will complete the Survey of Children's Exposure to Violence scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in teacher-reported youth interpersonal violence victimizationTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  Teachers will complete surveys on a random sample of youth every three months over the school year for the entire project period. To assess youth interpersonal violence perpetration, teachers will complete the Problem Behavior Frequency Scales - Teacher Report, Victimization subscale. Teacher report of youth will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in youth self-reported suicide attemptsTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide attempts and plans, youth will complete three items from the Youth Risk Behavior Surveillance Survey, which will be summed to create a suicide attempts/plans index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in youth self-reported suicide capacityTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide capacity, youth will complete the Suicide Capacity Scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in youth self-reported suicide ideationTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess suicide ideation, youth will complete the suicide subscale of the Mood and Feelings Questionnaire. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in school-reported youth suicide-related incidentsTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  We will collect archival data from the each participating school and quantify the number of youth suicide-related incidents based on suicide protocols administered by the school counselor every three months. Youth suicide-related incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.

• Change in youth-reported race-based discrimination experiencesTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess perceived racial discrimination, youth will complete the Adolescent Discrimination Distress Index. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in youth-reported perceptions of policeTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  A random sample of youth will complete surveys every three months over the school year for the entire project period. To assess their perceptions of police legitimacy, youth will complete the Perceptions of Police scale. Youth self-report will be aggregated to the community level to assess trajectories of community-level change over time as part of the multiple baseline design.

• Change in inclusive pedagogyTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  Participating teachers in each school will provide example lesson plans on every three months. These lesson plans will be coded by trained graduate students in education using the Rubric for Culturally Responsive Lessons and Assignments, which will result in an inclusive pedagogy score. These scores will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.

• Change in base rates in exclusionary disciplineTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) that occur every three months. Exclusionary discipline incidents will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.

• Change in racial disparities in exclusionary disciplineTrajectories of change will be assessed through data collected every three months from August to May (the school year) over the course of five years (through study completion)

  We will collect archival data from the school system by participating school and quantify the number of exclusionary discipline incidents (a combined measure of suspensions and expulsions) for Black youth and White youth that occur every three months. We will use that data to create an indicator of disproportionate exclusionary discipline based on the number of exclusionary discipline events per Black youth and per White youth separately in proportion to the number of White youth and Black youth in the school. Exclusionary discipline disproportionality will be aggregated to the community level to assess trajectories in community-level change over time as part of the multiple baseline design.