Brief report: Moving prevention into schools: The impact of a trauma-informed school-based intervention
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Adolescents in disadvantaged communities have high rates of exposure to stress and trauma, which can negatively impact emotion regulation and executive functioning, increasing likelihood of school problems. This pilot study evaluated RAP Club, a 12‐session school‐based trauma‐informed group intervention co‐facilitated by a mental health counselor and young adult community member that utilizes evidence‐based cognitive‐behavioral and mindfulness strategies. Seventh and eighth graders at two urban public schools serving low‐income communities were assigned to receive RAP Club (n = 29) or regular school programming (n = 20). RAP Club improved teacher‐rated emotion regulation, social and academic competence, classroom behavior, and discipline. Higher program dose predicted improvements in several teacher‐rated outcomes. Student self‐report outcomes, however, did not vary by study group or dose. Even students with low baseline depression showed improvement in teacher‐rated outcomes following program participation, supporting a model of universal program delivery to all students. Findings suggest RAP Club merits further study.
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RAP Club demonstrated positive effects in a pilot randomized study with upper middle school students.
“was further adapted and offered to upper middle school students, with whom it demonstrated positive effects in a pilot randomized study (Mendelson et al., 2015).”
From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Mendelson et al., 2015
The RAP Club curriculum was adapted for delivery in a school context as a universal prevention program.
“The RAP Club curriculum was adapted for delivery in a school context as a universal prevention program (Mendelson et al., 2015).”
From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Mendelson et al., 2015
RAP Club was adapted over many years of work in the Baltimore community, including community-based participatory research with Black emerging adults and piloting with upper middle school students.
“Finally, the RAP Club intervention was adapted over many years of work in the Baltimore community, including community-based participatory research with Black emerging adults (Mance et al., 2010; Tandon et al., 2011) and piloting with upper middle school students in City Schools (Mendelson et al., 2015).”
From Positive impacts of a universal trauma-informed intervention on student mental health: The Project POWER trial (2025) · cites this paper as Mendelson et al., 2015
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- Authors
- Mendelson, T., Tandon, S. D., O'Brennan, L., Leaf, P. J., & Ialongo, N. S.
- Affiliations
- Johns Hopkins University (US)
- Northwestern University (US)
- Johns Hopkins Bloomberg School of Public Health USA
- Corresponding author
- Mendelson, Tamar
- Venue
- Journal of Adolescence
- Publisher
- Wiley
- Published
- 2015-06-25
- Volume
- 43
- Issue
- 1
- Pages
- 142-147
- ISSN
- 0140-1971 (ISSN-L)
- 1095-9254
- PMC
- PMC7064285
- OpenAlex
- W955299697
- Cited by
- 113
- References
- 41
- Citations by year
- 2026: 3 · 2025: 13 · 2024: 9 · 2023: 15 · 2022: 11 · 2021: 16 · 2020: 17 · 2019: 16 · 2018: 2 · 2017: 6 · 2016: 5
- FWCI
- 5.37
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- Journal of Adolescence (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Johns Hopkins Center for Prevention and Early Intervention (P30 MH066247)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child Abuse and Trauma
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- trauma-informed interventions, school-based prevention, adolescents, emotion regulation, executive function, cognitive-behavioral intervention, mindfulness, low-income communities, urban public schools, classroom behavior, student discipline, social competence, academic competence, depression, universal prevention
- MeSH terms
- Trauma and Stressor Related Disorders, Adolescent, Adolescent Behavior, Adult, Depression, Emotions, Faculty, Female, Humans, Male, Pilot Projects, Schools, Students, Cognitive Behavioral Therapy, Self Report
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