Document Type
Research Report
Publication Date
Fall 12-9-2024
Abstract
The Youth Conflict Resolution & Restorative Practices Program (Youth Program or Program), administered by the Massachusetts Office of Public Collaboration (MOPC) in collaboration with 10 community mediation centers (Centers), aims to reduce youth conflict and/or violence through a social and emotional learning (SEL) and positive youth development framework. This approach leverages mediation and restorative practices to equip youth with essential SEL skills and improve school climate. This FY2024 program evaluation report assesses the Youth Program’s effectiveness across multiple domains, including school climate, student SEL competencies, engagement/awareness, training, and resources.
Community Engaged/Serving
Part of the UMass Boston Community-Engaged Teaching, Research, and Service Series. //scholarworks.umb.edu/engage
Recommended Citation
Palihapitiya, Madhawa and Zeferino, Karina, "Youth Program FY2024 Evaluation Report December 2024" (2024). Massachusetts Office of Public Collaboration Publications. 41.
https://scholarworks.umb.edu/mopc_pubs/41
Comments
As part of the evaluation, a school climate and conflict resolution needs assessment was conducted in schools served by Youth Program-funded Centers. Survey results from 18 administrators representing five schools revealed that only 28% of administrators were satisfied with the overall school climate while a significant 89% identified a need for improvement. Similarly, only 44% of administrators were satisfied with academic performance, and 78% deemed it important to enhance this area. Regarding disciplinary actions, only half of the administrators were satisfied with current levels, with 61% considering a reduction essential. Additionally, 44% reported satisfaction with levels of conflict between students and teachers, yet 83% considered reducing student-student conflict important.
The survey results from 57 students representing four schools painted a mixed picture of the school environment. While 82% reported feeling safe, nearly one-third felt unsupported. Nearly half (42%) were unsure where to seek help for conflicts, and 40% did not believe that adults in their schools cared about them. Furthermore, 56% of students felt that their peers were indifferent to their well-being, and 63% believed that all students were not treated equally. Notably, 53% indicated that conflict was prevalent in their schools. These findings underscore the potential for the Youth Program to play a critical role in improving school climate across Massachusetts.
However, feedback from administrators revealed relatively low satisfaction levels regarding the Program’s impact: only 38% felt it positively influenced school climate, 31% noted improvements in academic performance, 38% saw reductions in disciplinary action, and 46% reported reductions in student-student and student-teacher conflict. This data suggests a potential need to enhance the Youth Program to better address these challenges and further its mission. While the data is limited to a small sample of administrators from five schools, it highlights the value of exploring differences in service delivery models. For example, comparing Centers that
FY2024 Youth Program Evaluation Report, MA Office of Public Collaboration operate programming onsite within schools to those focused solely on trainings for schools may help identify promising practices. Conducting a more detailed analysis at the level of individual Centers or schools, ideally with a broader dataset, could provide deeper insights into which approaches yield the most effective outcomes and inform future program improvements.
Baseline findings regarding SEL revealed that a significant majority of 18 administrators (94%) recognized the importance of enhancing students' SEL skills. However, only 33% expressed satisfaction with the current SEL levels, highlighting a clear opportunity for the Youth Program to address. The SEL evaluation indicated perceived improvements in students' SEL competencies, based on responses from a small sample of participants. Three administrators representing two schools unanimously agreed that the Program positively influenced students’ social awareness, self-awareness, self-management, responsible decision-making, and relationship skills. Additionally, 30 parents from one school largely concurred that the Youth Program enhanced their children’s SEL skills.