An evaluation study was conducted to determine the benefits of the Student Stress & Anger Management Program to students, including at risk students, in the Los Angeles Unified School District. Outcomes were positive, exceeding expectations and in fact demonstrated additional positive results in a number of areas.
Pilot Evaluation Results
• Concentration in Test Test-Taking Up 21%
• Anger Frequency & Violent Behavior Down 73%
• Classroom Order Improved
• Absenteeism Decreased
• Insomnia & Pain Reduced
• Self-Esteem Improved
Evaluation outcomes of the Student Stress & Anger Management Program demonstrate that the program proved to enhance students’ learning experience overall. In addition, teachers, staff and students reported improved test scores (especially in Math & Science), less classroom disturbance and a calmer learning environment.
Outcomes included improvements in stress levels, grades, self-esteem and concentration and a reduction of anger frequency and violent behavior. Also, students and staff reported improvement with regard to health-related issues such as pain, insomnia (thus less falling asleep in class) and allergies. Among other things, many students and teachers were able to eliminate or reduce headaches in class and to reduce the frequency of headaches outside of class.
Outcomes also demonstrated that students were able to assimilate and apply their new stress management skills instinctively and in wide-ranging circumstances unique to their individual lives. Behavioral patterns were positively modified, with less acting out of emotions in disruptive or violent ways.
Source: SSAM Pilot Study Highlights A.G. Associates, 2004.
*Calculations are based on a 1-10 rating scale.
Pre-test and post-test data using paired sample T-tests were conducted using SPSS 11.0. In addition, a control group was used for GPAs and absenteeism comparisons which demonstrated positive outcomes as well.
Various results include: The students rated significantly higher (t= -4.557, p=. 000) on their level of concentration when taking a test after participating in the Stress & Anger Management Program. Furthermore, students’ self-esteem increased significantly (t= -2.530, p= .013) after participating in the SSAM Program. These results demonstrate that the students were able to apply the skills learned in this program.
Another area of improvement was with students’ overall attendance. T-Tests revealed that the group participating in the SSAM Program had less absenteeism (t=1.106, p=.350) than the comparison group (t=-.333, p=.761).
Demographics
161 students from two Los Angeles Unified School District middle schools were surveyed Pre and Post program participation. In addition, Pre and Post GPAs and absenteeism rates were tracked and compared for two randomly selected groups, including 4 classes from the study group as well as 4 classes from a non-participating group of same grade level students (4 classes in each group; two 6th grade classes, two 8th grade classes). Of the 161 students in the study group, 56.4% were male, 43.6% were female and all ranged from 6th to 8th grade. The mean age of students was 12 years old.
