Responding in Peaceful and Positive Ways provides a lesson-based approach to SEL. It includes programming for grades 6-8 and demonstrates evidence of effectiveness in grades 6-7.
- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
- Administrator support
- 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 control trial (RCT) 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 (Black = 96% as per school records) across 3 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 (White = 24%, Latinx = 61%) in one school in rural Southeastern US. 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 quasi-experimental (QE) evaluation conducted in 1998-1999 and 1999-2000 academic years (published in 2003) supported the effectiveness of the Responding in Peaceful and Positive Ways (RIPP) program for middle school students. The evaluation covered 1,340 students in grades 6-7 (Black = 11%, White = 65%, Hispanic = 22%; 66% eligible for 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 4 and 9 months after intervention) as compared to students in the control group (controlling for pretest).
Evidence shown in grades6, 7 School characteristics
- Black / African American
- Hispanic / Latinx
- Low income
Percentage Low Income
- Eligible for FRPL: 66%
Study design type
Greater than 350 students included in study design type
Multiple school districts included at study design type
- 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
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Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of clinical child psychology, 30(4), 451-463.
Farrell, A. D., Valois, R. F., & Meyer, A. L. (2002). Evaluation of the RIPP-6 violence prevention program at a rural middle school. American Journal of Health Education, 33(3), 167-172.
Farrell, A. D., Valois, R. F., Meyer, A. L., & Tidwell, R. P. (2003). Impact of the RIPP violence prevention program on rural middle school students. Journal of Primary Prevention, 24(2), 143-167