Project SECURE: Keeping Kids Safe in San Francisco Unified School District | SRI International

Toggle Menu

Project SECURE: Keeping Kids Safe in San Francisco Unified School District

SRI Education is assessing whether the Second Step and Bounce Back programs of Project SECURE improve elementary school students’ academic and behavioral outcomes, especially regarding school disciplinary consequences.

Project SECURE is a multitiered approach to improve socioemotional skills, reduce bullying, and address trauma and stress for elementary school students in the San Francisco Unified School District (SFUSD). In Tier 1, all students in participating schools are taught Second Step, an evidence-based social-emotional learning curriculum. In Tier 2, students who have experienced trauma can participate in Bounce Back, an intervention to reduce the symptoms of trauma (e.g., stress, anxiety) and improve behavior. In Tier 3, the district’s Behavior Triage Team connects high-risk students and their families to appropriate school-based and community services as needed. 

Funded by the U.S. Department of Justice, SRI Education is conducting a four-year randomized controlled trial in partnership with the Student, Family and Community Support Department of SFUSD. The objective is to evaluate the efficacy of Second Step and Bounce Back in 30 elementary schools in the district. SFUSD and SRI are administering school climate surveys to teachers, parents, and students; surveying students and parents to measure students’ emotional and social functioning; and collecting information on students’ academic and behavioral outcomes from school records. SRI will use this information to assess whether Second Stepand Bounce Back improve students’ academic and behavioral outcomes, especially related to school disciplinary consequences (e.g., office discipline referrals, suspensions, and expulsions).

Principal Investigator: Carl Sumi
Co-Principal Investigator: Michelle Woodbridge
Project Director: Kristen Rouspil

The study presented here is supported by the National Institute of Justice, U.S. Department of Justice, through Grant 2016-CK-BX-0002. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Justice.