The R-CITY Project: A Collaborative Intervention With Teachers and Youth (R-CITY)

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Catherine Bradshaw; Meredith Franco; Michelle Francis; Chelsea Kaihoi; Jessika Bottiani; Elise Pas, 2026, "The R-CITY Project: A Collaborative Intervention With Teachers and Youth (R-CITY)", https://doi.org/10.18130/V3/NVF4UG, University of Virginia Dataverse, V1, UNF:6:AIsLwFS83davrgV1dHd4Qw== [fileUNF]

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Dataset Description	Data from a school-level cluster randomized controlled trial of the R‑CITY (Collaborative Intervention with Teachers and Youth) program, a multi-component, equity-focused enhancement to universal social and emotional learning (SEL) programming. The prevention model focused on supporting teachers and students in practicing the 4 “Rs” of social skills—Recognizing, Responding, Relationships, and Resilience—and creating safe and positive classroom environments. The trial was designed to evaluate the value-added effects of supplementing the standard Second Step social and emotional learning (SEL) curriculum with R‑CITY components, including grade-differentiated sets of six classroom lessons and one-to-one teacher coaching to support implementation and strengthen instructional practices. A total of 27 elementary and middle schools participated across four cohorts, with initial school years of participation spanning 2021–2022, 2022-2023, 2023-2024, and 2024–2025. Across cohorts, 1,121 teachers were assessed for eligibility and 145 consented to participate. Following fall baseline data collection, schools were randomly assigned to receive the integrated intervention (Second Step + R‑CITY; 14 schools, 73 teachers) or to the comparison condition (Second Step only; 13 schools, 72 teachers), ensuring that all students had access to the core SEL curriculum. All schools and teachers received their randomly assigned condition, and 130 teachers across 27 schools completed post-test data collection, with attrition largely due to staff turnover or leave. Intervention activities took place during the academic year and included delivery of the R‑CITY lesson sequence alongside equity-focused coaching supports, while comparison schools implemented Second Step as usual with SEL-focused coaching supports. Outcomes were assessed at baseline (pre-test; fall) and post-test (spring) during the same school year for each cohort, with data from all cohorts included in the analytic sample. There are 3 datasets included: (1) teacher self-report survey and school demographics; (2) teacher observation data (ASSIST); and (3) teacher observation (CARES)
Subject	Social Sciences
Keyword	Student engagement, Teacher practices, Violence prevention, Social and emotional learning, Culturally responsive teaching
Related Publication	Bottiani, J.H., Franco, M., Francis, M., Somerville, K., Kaihoi, C., Pas, E.T., & Bradshaw, C. (2026). The R-CITY Youth Violence Preventive Intervention: Primary outcomes from a school cluster randomized controlled trial. Prevention Science. Advance online publication.https://link.springer.com/article/10.1007/s11121-026-01907-1
License/Data Use Agreement	CC0 1.0

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	1 to 4 of 4 Files	Original Format Archival Format (.tab)
	RCITY_archived_TeacherObservation_ASSIST.tab Tabular Data - 288.1 KB Published Jun 25, 2026 0 Downloads 247 Variables, 412 Observations UNF:6:Une0DQCraNbCACxrOqk5AQ==	Access File File Access Public Download Options Comma Separated Values (Original File Format) Tab-Delimited RData Download Metadata DDI Codebook v2 Data File Citation Download EndNote XML Download RIS Download BibTeX Explore Options Tabular Previewer
	RCITY_archived_TeacherObservation_CARES.tab Tabular Data - 113.3 KB Published Jun 25, 2026 0 Downloads 127 Variables, 411 Observations UNF:6:ubhGmnUDYITZ1QNN7Za6YA==	Access File File Access Public Download Options Comma Separated Values (Original File Format) Tab-Delimited RData Download Metadata DDI Codebook v2 Data File Citation Download EndNote XML Download RIS Download BibTeX Explore Options Tabular Previewer
	RCITY_archived_TeacherSelfReport_SchoolDems.tab Tabular Data - 128.3 KB Published Jun 25, 2026 0 Downloads 318 Variables, 139 Observations UNF:6:Q/dsnLrSgzpxhlhPwlvXRg==	Access File File Access Public Download Options Comma Separated Values (Original File Format) Tab-Delimited RData Download Metadata DDI Codebook v2 Data File Citation Download EndNote XML Download RIS Download BibTeX Explore Options Tabular Previewer
	RCITY_Codebook.xlsx MS Excel Spreadsheet - 32.7 KB Published Jun 25, 2026 0 Downloads MD5: d95e0ab2871a43cf57515aad5ad769e4 README and codebook for three RCITY datasets (teacher self-report + school demographics, teacher observation (ASSIST), and teacher observation (CARES)).	Access File File Access Public Download Options MS Excel Spreadsheet Download Metadata Data File Citation Download EndNote XML Download RIS Download BibTeX

Citation Metadata

Persistent Identifier	doi:10.18130/V3/NVF4UG
Publication Date	2026-06-25
Title	The R-CITY Project: A Collaborative Intervention With Teachers and Youth (R-CITY)
Author	University of Virginia, School of Education and Human Development0000-0003-2048-3225 University of Virginia, School of Education and Human Development0000-0002-4021-9643 University of Virginia, School of Education and Human Development0009-0003-3465-3587 University of Virginia, School of Education and Human Development0000-0002-4014-2252 University of Virginia, School of Education and Human Development0000-0001-7810-1707 Johns Hopkins University, Bloomberg School of Public Health0000-0001-5000-4681
Point of Contact	Use email button above to contact. Catherine Bradshaw (University of Virginia, School of Education and Human Development)
Dataset Description	Data from a school-level cluster randomized controlled trial of the R‑CITY (Collaborative Intervention with Teachers and Youth) program, a multi-component, equity-focused enhancement to universal social and emotional learning (SEL) programming. The prevention model focused on supporting teachers and students in practicing the 4 “Rs” of social skills—Recognizing, Responding, Relationships, and Resilience—and creating safe and positive classroom environments. The trial was designed to evaluate the value-added effects of supplementing the standard Second Step social and emotional learning (SEL) curriculum with R‑CITY components, including grade-differentiated sets of six classroom lessons and one-to-one teacher coaching to support implementation and strengthen instructional practices. A total of 27 elementary and middle schools participated across four cohorts, with initial school years of participation spanning 2021–2022, 2022-2023, 2023-2024, and 2024–2025. Across cohorts, 1,121 teachers were assessed for eligibility and 145 consented to participate. Following fall baseline data collection, schools were randomly assigned to receive the integrated intervention (Second Step + R‑CITY; 14 schools, 73 teachers) or to the comparison condition (Second Step only; 13 schools, 72 teachers), ensuring that all students had access to the core SEL curriculum. All schools and teachers received their randomly assigned condition, and 130 teachers across 27 schools completed post-test data collection, with attrition largely due to staff turnover or leave. Intervention activities took place during the academic year and included delivery of the R‑CITY lesson sequence alongside equity-focused coaching supports, while comparison schools implemented Second Step as usual with SEL-focused coaching supports. Outcomes were assessed at baseline (pre-test; fall) and post-test (spring) during the same school year for each cohort, with data from all cohorts included in the analytic sample. There are 3 datasets included: (1) teacher self-report survey and school demographics; (2) teacher observation data (ASSIST); and (3) teacher observation (CARES)
Subject	Social Sciences
Keyword	Student engagement Teacher practices Violence prevention Social and emotional learning Culturally responsive teaching
Related Publication	Bottiani, J.H., Franco, M., Francis, M., Somerville, K., Kaihoi, C., Pas, E.T., & Bradshaw, C. (2026). The R-CITY Youth Violence Preventive Intervention: Primary outcomes from a school cluster randomized controlled trial. Prevention Science. Advance online publication. https://link.springer.com/article/10.1007/s11121-026-01907-1 Bottiani, J. H., Gillins, M., Griffin, C. B., Kaihoi, C. A., Hughes, L., Pendergrass, S., ... & Bradshaw, C. P. (2024). A research-practice partnership to develop the R-CITY multi-component, equity-focused social–emotional learning intervention. School Mental Health, 16(3), 632-648. https://link.springer.com/content/pdf/10.1007/s12310-024-09703-4.pdf Franco, M. P., Rouiller, S., Bradshaw, C. P., Pas, E. T., Pandey, T., Kaihoi, C. A., & Bottiani, J. H. (2025). Coaching teachers to implement equity and social and emotional learning focused curricula in the classroom: Insights from a randomized controlled trial. Journal of Educational and Psychological Consultation, 0(0), 1–25. https://doi.org/10.1080/10474412.2025.2596780
Data Creation Date	2026-03-27
Funding Information	National Institute of Minority Health and Health Disparities: R01MD013808
Depositor	Francis, Michelle
Deposit Date	2026-03-27

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