According to CDC and SAMHSA research, effective violence prevention programs at the secondary level are characterized by which overarching strategy?

According to CDC and SAMHSA research, effective violence prevention programs at the secondary level are characterized by which overarching strategy?

• A. structuring opportunities for students to research the social impact of violence
• B. helping students develop and apply coping, stress management, and conflict resolution skills
• C. connecting students with leisure and recreational activities outside of school
• D. coordinating and offering interdisciplinary service learning projects to students for credit toward graduation

Answer: (B)

The main idea is that effective violence prevention at the secondary level centers on giving students practical, transferable skills to handle emotions, cope with stress, and resolve conflicts nonviolently. CDC and SAMHSA emphasize building these social-emotional and interpersonal abilities so students can apply them in real-life situations, reducing aggression and the likelihood of violence. This skill-based, universal approach addresses how students think and interact under pressure, not just what they think about violence. Activities that focus on researching social impacts, or that connect students with leisure activities or service projects, may support well-being or engagement, but they do not constitute the core strategy for preventing violence in schools.

The main idea is that effective violence prevention at the secondary level centers on giving students practical, transferable skills to handle emotions, cope with stress, and resolve conflicts nonviolently. CDC and SAMHSA emphasize building these social-emotional and interpersonal abilities so students can apply them in real-life situations, reducing aggression and the likelihood of violence. This skill-based, universal approach addresses how students think and interact under pressure, not just what they think about violence. Activities that focus on researching social impacts, or that connect students with leisure activities or service projects, may support well-being or engagement, but they do not constitute the core strategy for preventing violence in schools.