Structural racism and discrimination (SRD) is a fundamental cause of health inequities that emerge during adolescence and persist throughout adulthood. This scoping review systematically synthesizes the evidence on policy and community-level interventions designed to disrupt SRD exposure among Black adolescents and mitigate its impact on their health behaviors and outcomes. Following PRISMA-ScR guidelines, we searched five databases for peer-reviewed intervention studies published through October 2025. Of 3417 abstracts screened, 9 studies met inclusion criteria. We examined the study characteristics, theoretical frameworks, implementation strategies, and effectiveness of interventions targeting three primary mechanisms of SRD exposure for adolescents. The majority focused on neighborhood and social integration interventions, with limited representation of resource-based and school-based approaches. Culturally grounded, community-engaged interventions buffered SRD’s negative effects on mental health, empowered youth as change agents, and removed structural barriers to health-promotive resources. The review identified several gaps in the research, including methodological and theoretical rigor, geographic contexts, and follow-up. Findings underscore the potential of culturally grounded, multilevel interventions to reduce inequities across mental health, physical health, and social outcomes for Black youth. This review highlights the need to expand systems-level interventions that address the root causes of the persistent racial health inequities experienced by Black youth.

Importance Mass violence incidents (MVIs) occur at alarming rates in the US. MVIs have immense impact on direct survivors and broader communities; less is known about worry or avoidance behaviors related to concerns about future MVIs. Objective To examine the association between media consumption and worry and avoidance behaviors related to concerns about future MVIs in individuals living in communities that experienced an MVI. Design, Setting, and Participants In this cross-sectional study, a survey was completed from February 1 to September 31, 2020, by a household probability sample of adults from 6 communities that experienced an MVI from January 1, 2015, to December 31, 2019. Participants were not present at the MVI but reported consuming MVI-related media coverage within 1 month of the event. Address-based sampling was used. Of 6867 participants who accessed the survey, 87.2% completed the survey, 6.5% were ineligible, and 6.3% did not finish the survey. Data analysis was performed from December 2024 to May 2025. Main Outcomes and Measures The following outcomes were assessed via the self-report survey: (1) worry about future MVIs and (2) avoidance of public places or large crowds because of such worries. Results A total of 5141 participants (mean [SD] age, 46.2 [17.5] years; unweighted number [weighted percentage]: 3581 [54.2%] female) completed the survey; an unweighted number (weighted percentage) of 3383 (65.5%) reported worrying about future MVIs and 1447 (28.5%) reported avoiding public places due to MVI-related concerns. In weighted multilevel logistic models, greater media consumption was associated with higher odds of worrying about future MVIs (odds ratio, 1.38; 95% CI, 1.31-1.46) and avoidance of public places (odds ratio, 1.33; 95% CI, 1.26-1.40). Media source moderated the association between media consumption and worry but not the association between media consumption and avoidance. Exposure to potentially traumatic events moderated neither association. Conclusions and Relevance In this cross-sectional study of adults from communities impacted by MVIs, many respondents reported avoiding public places due to concerns of future MVIs, and most reported worrying about future attacks; amount of media consumption was associated with greater risk of these outcomes. These findings can inform the dissemination of information on MVIs and education on consumption of media information; such efforts may mitigate the development of psychological disorders in adults from these communities.

School-based interventions that leverage technology to implement cooperative learning (CL) with high fidelity may improve student social and mental health outcomes. During the 2023–2024 school year, 9th grade high school students (N = 155) in two public U.S. high schools participated in a cluster randomized trial; one high school was randomized to the intervention and one to the control group. The control school implemented a curriculum and the intervention school implemented PeerLearning.net. A three-way RM-ANOVA was used to evaluate intervention effects. The intervention had a large effect on peer support (F(1,125) = 42.91, p < 0.001, η2 = 0.26), loneliness (F(1,125) = 21.09, p < 0.001, η2 = 0.15), and victimization (F(1,125) = 19.02, p < 0.001, η2 = 0.13). It had a medium effect on depression (F(1,126) = 10.29, p = 0.002, η2 = 0.08), social stress (F(1,126) = 9.71, p = 0.002, η2 = 0.07), and anxiety (F(1,125) = 6.71, p = 0.011, η2 = 0.05). A small-to-medium effect emerged for bullying (F(1,125) = 4.20, p = 0.042, η2 = 0.03). School-based interventions that leverage technology and effective pedagogy can promote positive social and mental health outcomes among high school students.

In the present study, we analyzed qualitative survey data from 538 school psychologists across schools in the United States regarding their perceptions of school safety issues and potential strategies to address school safety. There are only a few studies exploring the experiences and perspectives of school psychologists that have been based on large-scale qualitative data. Using inductive coding, three themes for safety concerns emerged: (a) aggressive behaviors from students, (b) mental and behavioral needs, and (c) limited staffing. Three themes also emerged for potential solutions: (a) professional development/training, (b) school-family-community relationships, and (c) threat assessments. These findings from school psychologists have implications for addressing structural issues to prevent school violence in research and practice. Policy recommendations to inform resource allocation and improve school safety are discussed.

Issues with school safety and violence have raised concerns that warrant attention from researchers, policy makers, and practitioners alike. In this study, we explored how school social workers—a group of school personnel who are understudied in the school violence literature—experience school safety and violence in the United States. Using a sample of 271 school social workers, we analyzed qualitative responses to two open-ended survey questions: (a) What are the most concerning safety issues facing educators and staff in your school? (b) What policies, procedures, resources, or interventions are needed to better prevent or address violence in your school? Data were collected online between March and June 2022 by the American Psychological Association Task Force on Violence against Educators and School Personnel. Derived using a socioecological framework, findings reflect school social workers’ needs for workplace safety and perspectives on how to prevent and mitigate school violence at the school site, district, and community levels. Implications range from promoting strong relationships in schools and between the school and community to bolstering funding sources that can sustain programs, training, and staffing aimed at improving experiences for all students. The implications of our findings for future research and practice are presented.

Rates of suicidal thoughts and behaviors (STB, i.e., suicidal thoughts, plans, and attempts), substance use, and bullying victimization are higher among lesbian, gay, bisexual, transgender, and/or queer (LGBTQ +) youth compared to their heterosexual peers. However, research examining the interactive and potentially compounding associations of concurrent bullying and substance use (alcohol, cannabis, hallucinogens, and opioids) with STB is sparse, especially among LGBTQ + youth. Thus, the current study aims to understand how these substances moderate the association between bullying victimization and STB by utilizing data (N = 96,482) from the combined 2003–2019 Youth Risk Behavior Survey (YRBS). Using a cross-sectional design and hierarchical logistic regression, we found that, on average, LGBTQ + youth who were bullied were more likely to report planning to attempt suicide (O.R. = 2.71, p < .01). Similarly, youth who reported using opioids/prescription drugs (O.R. = 4.60, p < .05) or hallucinogens (O.R. = 8.89, p < .01) were more likely to attempt suicide. No significant associations between alcohol use and STB were found. Lastly, cannabis emerged as a significant moderator of the associations between bullying victimization and suicidal ideation and plans, such that adolescents who were bullied and used cannabis were less likely to report suicidal ideation and planning compared to those who were bullied but did not use cannabis. These findings highlight that different substances are distinctively associated with STB among LGBTQ + youth, providing a better understanding of how individuals who are being bullied may cope and to develop prevention programs to combat suicidal thoughts, planning, and attempts.

Research indicates that students with disabilities (SWD) are more likely to be involved in bullying; therefore, the development of effective bullying prevention strategies need to consider the experiences of this population. Educators need the knowledge and skills to identify and intervene appropriately in bullying incidents involving SWD. Focus groups included 17 elementary school general and special education teachers, and counselors on their perceptions of bullying and the current bullying intervention landscape at their school. Results indicated teachers and counselors possess general knowledge regarding bullying and utilize a variety of intervention strategies at the classroom- and school-wide level with district support. However, participants did not express unique strategies for identifying or responding to bullying specifically for SWD. Thus, there is a need for teachers to receive additional bully prevention professional development that explicitly considers students most at risk such as SWD.

U.S. Hispanic families with limited English proficiency experience barriers to autism diagnosis, such as lack of Spanish-speaking providers and assessments. Remote assessments in Spanish have the potential to address some of these barriers. This study explored the acceptability and feasibility of a remote developmental assessment (Parent Administered Neurodevelopmental Assessment, i.e., PANDABox) for Hispanic infants at high likelihood for autism. The PANDABox was translated into Spanish by two independent groups, synthesized, and reviewed by 10 native Spanish-speakers. Thirteen Spanish-speaking families completed the PANDABox-Spanish with their infant at high likelihood for autism. Remote developmental measures that exist in Spanish were administered for comparison. Families then participated in semi-structured interviews to explore their experiences, which were analyzed in Spanish using an inductive, grounded theory approach. Translation reviewers revealed the need to adapt peekaboo and storybook activities, build in dialogue addressing caregivers’ concerns, and add visual supports. PANDABox families valued communicating directly to a Spanish-speaking specialist, felt that the translation was clear, and that, overall, the administration was easy. Families had mixed preferences for in-person or remote assessments, with some families valuing the accessibility and comfort of the PANDABox and others expressing concerns about the validity of remote versus in-person options. Families also discussed barriers related to literacy and confidentiality. The PANDABox-Spanish is a promising option for increasing accessibility to laboratory-grade neurodevelopmental assessment. More broadly, providers need to consider families’ familiarity with common assessment activities, access to information about early identification, and concerns related to confidentiality.

The current study explores the distal effects of the Disability Anti-Bullying (DIAL) Professional Development on student outcomes. Specifically, this study explored the pre/post reports of bullying involvement among youth with disabilities (i.e., with an Individualized Education Plan [IEP]) and youth identified as gifted and talented (i.e., with an Education Plan [EP]) whose teachers either received or did not receive the DIAL PD. The results indicated that students with an IEP whose teachers received the intervention self-reported decreased bullying behaviors and increased prosocial behavior. Conversely, students with an EP whose teachers received the intervention, self-reported opposite effects. While unexpected, this finding should be considered with caution. The intervention the participants in this study received did not include information relating to students who are gifted, hence why the results may be a result of natural self-reporting at the beginning and the end of the school year.

Interpersonal violence during adolescence is associated with a variety of detrimental physical and mental health outcomes. Cross-sectional data from Latinas (n = 1087) attending 19 high schools in Colorado during the 2017-2018 school year were analyzed to capture protective factors associated with interpersonal violence victimization. The purpose of the present study is to inform the literature on the potential protective factors for multiple forms of victimization experienced by adolescent Latinas. A series of multiple regression models were conducted for the outcomes of peer victimization, dating violence victimization, sexual violence victimization, and polyvictimization. Specifically, the eight protective factors included family support, positive friends, generosity, trusted adults, healthy activities, spirituality, access to counseling, and access to medical services. Results indicated that family support, access to counseling, access to medical services, and healthy activities were each negatively associated with various forms of interpersonal victimization. However, other protective factors like generosity and trusted adults were positively associated with other forms of interpersonal victimization. As the Latinx community continues to grow in the U.S., it is imperative that interpersonal violence prevention approaches center the experiences of adolescent Latinas.

On May 24, 2022, nineteen students and two teachers in Robb Elementary School in Uvalde, Texas lost their lives and several students and staff were injured due to a mass school shooting perpetrated by an eighteen-year-old assailant. Applying the social-ecological framework, this chapter explores the antecedents of the Robb Elementary School shootings within the individual, relational/interpersonal, community, and societal contexts. The antecedents of the shootings at Robb Elementary School identified in this chapter are male sex and violent and narcissistic behaviors at the individual level, parent-child conflict, and lower social status in peer groups within the relational context, poor school performance within the community context, and living in poverty and permissive gun laws within the societal context. Implications for practice, policy, and future research are also discussed.

Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers (n = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke’s six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status.

LGBTQ+ youth (lesbian, gay, bisexual, transgender, queer/questioning, and plus) often face a hostile school climate, characterized by homophobic bullying and harassment, as well as discriminatory policies and practices. A hostile school climate has been associated with lower academic achievement, increased absenteeism, higher mental health symptoms, lower well-being, and a lack of school belonging among LGBTQ+ students. This chapter reviews the literature on risk factors that contribute to hostile school climates toward LGBTQ+ youth from the perspectives of the minority stress theory, intersectionality, and ecological systems theory. The authors propose adopting a strengths-based perspective that celebrates the intersectional identities of LGBTQ+ youth and recognizes sources of resilience, competencies, and resources they can draw upon in times of need. Further, the chapter recommends shifting hostile school climates through LGBTQ+-inclusive curriculum, enumerated school policies, affirming and safe spaces, gender–sexuality alliances (GSAs), and supportive connections with trusted adults at school. Lastly, the authors emphasize the need for LGBTQ+-relevant training and professional development for all school staff to ensure they are culturally competent to support their LGBTQ+ students.

Introduction: Sources of Strength is a universal prevention program for youth that provides tools and educational opportunities to promote wellness and reduce risk. A major aim of Sources is to build youth-adult relationships to support youth in times of distress. However, no study to date has investigated how adults effectively build re-lationships with youth despite this being critical to successful implementation of Sources. The present study explores both student and staff perspectives of what characteristics, skills, and approaches encourage the development of supportive student-adult relationships to inform efforts for successful intervention implementation.Methods: This qualitative supplement to a Randomized Controlled Trial (RCT) of Sources, recruited 23 students in grades 9 to 12 for individual interviews and 11 staff members for focus groups from 2 high schools implementing the intervention. Semi-structured interview guides were used, and emergent themes were identified through process and pattern coding.Results: Key facilitators of supportive and effective adult-youth relationships included perceptions of adults as approachable, caring, encouraging, and understanding. Successful adult advisors used humor and were perceived as invested and engaged in the lives of youth. Maintaining accountability for youth, balanced with intervention and provision of resources additionally emerged as a critical factor supporting positive relationships with youth. Sources itself emerged as a catalyst for the growth of these positive and supportive youth-adult relationships.Conclusions: Trusted adults are instrumental as both operators within prevention programs targeting young people and as facilitators in adult-youth relationships through leveraging key skills and approaches. These findings can inform quality implementation of interventions, like Sources, that embed adult-youth connections as a central feature of the program model.

Sexual violence among adolescents is a major concern. This study examined the impact of the peer-led Sources of Strength program on gender-based violence and attitudes dismissive of sexual harassment. Twenty high schools in Colorado were randomized to intervention (n = 11) or waitlist control (n = 9); students (N = 6461; 9th-11th graders) were surveyed four times (2017-2019); 45% Hispanic, 38% White, 2% Black, and 12% Multiracial; 78% straight/heterosexual, 11% bisexual, 4% questioning, 2% gay/lesbian, and 4% "other" sexuality. Baseline equivalence was not established for most outcomes. No direct intervention effects were found; however, self-reported exposure to Sources messaging was associated with small decreases in sexual harassment perpetration, forced sexual contact perpetration and victimization, and dismissiveness of sexual harassment in Year 2. Higher fidelity indicators were associated with exposure. School psychologists play key roles in identification and implementation of prevention programs, so suggestions to maximize implementation fidelity are provided.Impact StatementThis study examined the impact of a peer-led intervention on reducing multiple forms of on help-seeking and connections to caring adults they were less likely to dismiss sexual harassment and less likely to perpetrate sexual violence. School psychologists and school administrators should implement programming to fidelity and ensure the school climate supports programming through policies and practices.

Youth bullying is a significant concern in the USA, particularly for youth with disabilities. This pilot study explores outcome data related to the DIsability Anti-BuLlying (DIAL) training program for general and special education teachers to prevent bullying generally with a particular focus on youth with disabilities. Six schools were randomly assigned to receive the DIAL intervention or delayed (control) intervention. All teachers ( n = 65) responded to a self-report survey before and after module completion. Teachers completed measures on their teaching efficacy, interactions with students, and attitudes toward bullying and completed reports of social cognition, anxiety, and bullying for their K-5 students ( n = 472). Teachers ( n = 36) enrolled in the three intervention schools completed four online modules focused on improving attitudes, efficacy, and skills to prevent bullying/victimization for K-5 students with and without disabilities. Results indicated teachers who received the DIAL program reported higher levels of self-efficacy and lower levels of maladaptive attitudes toward bullying.