Responding in Peaceful and Positive Ways

Designated
SELect
Indicates that a program demonstrates evidence of effectiveness at improving student outcomes at the highest level, supports students’ social and emotional growth through all five competencies, and offers multi-year programming. For a full list of SELect student outcomes see SELect designation.
Program description

Responding in Peaceful and Positive Ways (RIPP) provides a lesson-based approach to SEL. It includes programming for grades 6-8 and demonstrates evidence of effectiveness in grades 6-7.

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    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • Technical assistance
    • Professional Learning Communities (PLCs)
    • Online resource library
    • Self-report tools for monitoring implementation
    • Observational tools
    • Tools for measuring student success

Evidence of effectiveness

Results from a randomized controlled trial evaluation conducted in 1995-1996 academic year (published in 2001) supported the effectiveness of the RIPP program for secondary school students. The evaluation included 626 students in grade 6 (96% Black/African American as per school records) across three public schools in an urban setting in the southeast. This evaluation found that students receiving the RIPP program self-reported significantly fewer cases of disciplinary violations and in-school suspensions than the control group (controlling for pretest).

Results from a quasi-experimental (QE) evaluation published in 2002 supported the effectiveness of the RIPP program. The evaluation included 161 grade 6 students (61% Latinx, 24% white) in one school in rural Southeastern U.S. The study found that students who received the program self-reported significantly lower instances of problem behavior – physical aggression and drug use – as compared to the control group at post intervention (accounting for pretest).

A QE evaluation conducted in 1998-1999 and 1999-2000 academic years (published in 2003) supported the effectiveness of the RIPP program for middle school students. The evaluation covered 1,340 students in grades 6 and 7 (65% white, 22% Hispanic, 11% Black; 66% eligible for free or reduced-price lunch (FRPL); 29% were children of migrant workers; 32% students were from households where English was not the primary language). The study found that students who received the program self-reported significant reduction in problem behavior and a sustained positive impact on their life satisfaction on follow-up (reported four and nine months after intervention) as compared to students in the control group (controlling for pretest).

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  • Evidence shown in grades
    6, 7
    School characteristics
      • Rural
      • Urban
      • Southeast
    Student characteristics
    • Black / African American
    • Hispanic / Latinx
    • White
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 66%
    Study design type
    • RCT
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • Yes
    • Improved academic performance
    • Reduced emotional distress
    • Improved identity development and agency
    • Reduced problem behaviors
    • Improved school climate
    • Improved school connectedness
    • Improved social behaviors
    • Improved teaching practices
    • Improved other SEL skills and attitudes

References

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