School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model.

Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.

Long-term effects of the Positive Action program.

Objective: To report long-term effectiveness of the Positive Action program.

Methods: Used matched-schools design and school-level achievement and disciplinary data to evaluate program effects on student performance and behavior in elementary schools.

Results: Participation in the Positive Action program improved student behavior, school involvement, and academic achievement at all 3 levels of schools, with the results showing a clear dose-response relationship.