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Model Programs Database

Schools and Families Educating Children (SAFE Children)

Institute for Juvenile Research
840 South Wood Street
Chicago, IL 60612-7347

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Contact Information:
Patrick Tolan, PhD

Program Specification:






Moderate Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:


Inner City



Other Participation Criteria:

All Ethnicities


Schools and Families Educating Children (SAFE Children) is a community- and school-based program that helps families manage educational and child development in inner-city communities where children are at high risk for substance abuse and other problem behaviors. The program aims to help children make the transition into 1st grade, have a successful first year, and set a strong base for the future. The program, based on a developmental-ecological perspective, focuses on enhancing parenting and family management skills, strengthening the relationship between the families and the schools, and improving reading skills in the children.

Program Descriptors Include:
Behavior Management/Discipline, Family/Parental Involvement, Mentoring/Tutoring, Substance Abuse, Life Skills Training

Starting Date: Unspecified
Students Served Per Year: Unspecified
Last Verified: 2009

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Low achievement
  • Early aggression

Family factors

  • Low contact with school

Program promotes the following:


  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Good relationships with parents, peers, and teachers


  • Healthy/conventional beliefs and standards


  • High expectations by community, family, school, and self

Program Resources:

Annual Cost:


Funding Sources Include:

Program Staff Includes:



Materials Used:

Supporting / Partner Organizations:

Instructional Texts/Manuals


Evaluation Information:

Training staff and fidelity to the program model are required to achieve reported results. The SAFE Children project was evaluated in a fully randomized trial across eight inner-city schools in one city over a 24-month period. After six months, compared to a control group, participating children had: greater improvement in academic achievement, reading scores approximating the national average, and improvements in aggression and social competence. After six months, compared to a control group, participating parents showed better parental involvement in school.

How evaluation data was collected:
Data collected and analyzed at state or organizational level

National Dropout Prevention Center for Students with Disabilities
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Email: NDPCSD-L@clemson.edu

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