Impact of extra-curricular activities on adolescents\u27 connectedness and cigarette smoking: final report

In Australia, cigarette smoking is still the leading cause of preventable death and yet in the past 10 years, despite efforts that have been made in the classroom and through the media, there have been limited reductions in adolescent smoking. The Extra-curricular Project builds on the work of two other projects conducted by researchers from the Child Health Promotion Research Centre (CHPRC). The Smoking Cessation for Youth Project (SCYP), conducted by the Western Australian Centre for Health Promotion Research, led to the identification of connectedness as a key mediator of cigarette smoking. The role of extra-curricular activities in mediating school connectedness was explored in the subsequent formative evaluation (conducted by the CHPRC) which was used to inform the Extra-curricular Project, and identified a range of benefits for students who participate in extracurricular activities through increasing school connectedness

Combining whole-school and targeted programs for the reduction of bullying victimization: A randomized, effectiveness trial

Despite the extensive evaluation of school-based interventions for bullying, victimization remains a significant problem in schools. Bullying victimization is significantly predicted by contextual (school-related) factors. As a consequence whole-school programs have been commonly used to prevent and reduce bullying victimization. Evidence also points to individual risk factors (such as emotional distress) in predicting victimization, yet programs to prevent bullying victimization by changing these individual risks are far less developed. Few studies have approximated “real-world” implementation conditions in their trials. The current effectiveness trial evaluated the combination of a whole-school program designed to prevent bullying perpetration and victimization together with a targeted intervention for at-risk students, teaching them individual and dyadic strategies to reduce their anxiety and manage victimization, allowing schools some latitude to implement programs as they typically would. Students from Grades 3 and 4 (N = 8,732) across 135 schools were randomly assigned to one of four conditions: combined intervention; whole-school intervention only; individual intervention only; and care as usual. Victimization decreased significantly and similarly across all four conditions at 12 and 24 months following baseline. Similar reductions and failure to discriminate conditions were found on other key constructs: anxiety; bullying perpetration; and depression. Possible reasons for the failure to demonstrate victimization prevention differences and lessons learned from this large, effectiveness trial are considered. © 2020 Wiley Periodicals, Inc