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Missouri Prevention Science Institute

Technical Reports

Click on each underlined title to view the full report in PDF format

School Mental Health

The Science Behind the Early Identification System: Technical evidence for universal social, emotional, and behavioral screening and support in schools.

This report syn­the­sizes the sci­ence behind the Ear­ly Iden­ti­fi­ca­tion Sys­tem (EIS) and its short­er com­pan­ion tool, the Psy­choso­cial Uni­ver­sal Lens for Screen­ing and Ear­ly Sup­port (PULSE). This report describes the evi­dence sup­port­ing this com­pre­hen­sive school men­tal health screen­ing and sup­port system.

From Prevention to Population Health: Three Decades of MPSI Scholarship on Youth Mental Health.

This report syn­the­sizes three decades of schol­ar­ship asso­ci­at­ed with the Mis­souri Pre­ven­tion Sci­ence Insti­tute (MPSI; for­mer­ly the Mis­souri Pre­ven­tion Cen­ter) and relat­ed col­lab­o­ra­tors. Its pur­pose is to describe MPSI’s con­cep­tu­al and pro­gram­mat­ic research con­nect­ing ear­ly devel­op­men­tal and school-ecol­o­gy stud­ies, pre­ven­tion sci­ence, imple­men­ta­tion sci­ence, school-com­mu­ni­ty sys­tems, uni­ver­sal screen­ing, and more recent work on Nur­tur­ing Schools and pop­u­la­tion men­tal health.

Teacher Wellbeing

National Report on Teacher Stress and Coping

This report syn­the­sizes a set of stud­ies on teacher stress, cop­ing, pro­fes­sion­al com­pe­tence, school cli­mate, lead­er­ship, and inter­ven­tion out­comes con­duct­ed by the Mis­souri Pre­ven­tion Sci­ence Insti­tute over the past decade. It is orga­nized around the Coping–Competence–Context (3C) frame­work and is writ­ten as a pol­i­cy-rel­e­vant research brief. The aim is to pro­vide a strong and action­able direc­tion to sup­port teacher wellbeing.

Responsive Practices

Responsive Practices in Schools: A Multi‑Stakeholder Qualitative Synthesis 

The present report syn­the­sizes find­ings from four qual­i­ta­tive stud­ies exam­in­ing CRPs from the per­spec­tives of teach­ers, stu­dents, par­ents, and dis­trict admin­is­tra­tors. Togeth­er, these stud­ies pro­vide insight into how CRPs are con­cep­tu­al­ized, enact­ed, and expe­ri­enced across mul­ti­ple lev­els of the school system.

Toward a Science of Responsive Educational Practice: A Technical Report on the Responsive Practices to Outcomes (RPO) Model

This report syn­the­sizes a series of recent stud­ies from the Mis­souri Pre­ven­tion Sci­ence Insti­tute exam­in­ing how stu­dents, fam­i­lies, teach­ers, and school lead­ers define and expe­ri­ence respon­sive edu­ca­tion­al practices.

School Leadership

Evaluation of the Safe and Civil Schools Leadership Program: A Technical Report

This report presents find­ings from a group-ran­dom­ized eval­u­a­tion of Safe & Civ­il School Lead­er­ship plus Start on Time, a lead­er­ship train­ing and coach­ing inter­ven­tion designed to improve school safe­ty, dis­ci­pli­nary struc­ture, stu­dent behav­ior, and school climate.

Evaluation of Safe & Civil School Leadership Plus Start on Time: Effects on School Climate, Safety, and Student Behavior

This report presents find­ings from a group-ran­dom­ized eval­u­a­tion of Safe & Civ­il School Lead­er­ship plus Start on Time, a lead­er­ship train­ing and coach­ing inter­ven­tion designed to improve school safe­ty, dis­ci­pli­nary struc­ture, stu­dent behav­ior, and school climate.

Integrated Technical Report: Randomized Evaluations of Safe & Civil School Leadership and Safe & Civil School Leadership Plus Start on Time

This inte­grat­ed tech­ni­cal report sum­ma­rizes find­ings from two ran­dom­ized eval­u­a­tions of Safe & Civ­il School Lead­er­ship (SCSL), a lead­er­ship train­ing and coach­ing mod­el designed to help school lead­ers improve school safe­ty, stu­dent behav­ior, dis­ci­pli­nary sys­tems, and school climate.