# Preventing School Exclusion and Opioid Misuse: Effectiveness of the Inclusive Skill-building Learning Approach (ISLA)

> **NIH NIH R01** · UNIVERSITY OF OREGON · 2024 · $729,290

## Abstract

PROJECT SUMMARY/ABSTRACT
Extensive research has documented the link between exclusionary discipline and numerous detrimental youth
outcomes including lower academic achievement, a greater likelihood of being pushed out of school, and an
increase in substance use and future criminal justice involvement. To engage in upstream prevention to reduce
opioid and other substance misuse among youth there is a need to examine systems-wide, preventative
interventions in schools to reduce educators biased and punitive interactions with students while implementing
equitable supports. Thus, “Preventing School Exclusion and Opioid Misuse: Effectiveness of the Inclusive Skill-
building Learning Approach (ISLA)” is being submitted to the National Institutes of Health, through the HEAL
Initiative (RFA-DA-23-051). The proposed project aims to evaluate the effectiveness of ISLA, an instructional
and restorative alternative to exclusionary discipline, on improving the social determinants of health (SDOH) of
education access and quality, and social and community context to prevent school exclusion and opioid and
other substance misuse. We will conduct an effectiveness-implementation Hybrid Type 1 clustered randomized
controlled trial in 60 middle schools across six states. All students and educators randomized to treatment will
receive ISLA, and we will evaluate impacts of ISLA on student outcomes from the end of 6th to the end of 8th
grade. In addition, we will incorporate methods to understand intervention processes across multiple levels of
the school context. Our first aim is to examine the effectiveness of the ISLA. We will test the direct effects of
ISLA on the SDOH of education access and quality, specifically: (a) exclusionary discipline practices (office
discipline referrals, in- and out-of-school suspensions, expulsions); (b) student engagement; and (c) inclusive
teaching practices. We will also test the direct effects of ISLA on the SDOH of social and community context,
specifically: (a) student-teacher relationships; and (b) school climate. Additionally, we will test the direct effects
of ISLA on opioid and other substance misuse and associated risk factors. Our second aim is to examine the
mediators and moderators of ISLA intervention effects which serve as key mechanisms for change in opioid
and other substance misuse and associated risk factors. We will examine the putative mediating effects of
ISLA social determinant mechanisms on opioid and other substance misuse and associated risk factors. We
will also examine the potential moderating effect between student race/ethnicity and the ISLA intervention on
reductions in exclusionary disciplinary practices. Finally, our third aim is to evaluate the implementation
outcomes of the ISLA intervention, including: (a) feasibility, usability, acceptability, and fidelity; (b) sustainment;
and (c) cost analysis. This project will fill a persistent gap in the field of substance use, by evaluating whether
upstream sc...

## Key facts

- **NIH application ID:** 10936525
- **Project number:** 5R01DA059401-02
- **Recipient organization:** UNIVERSITY OF OREGON
- **Principal Investigator:** Rhonda Nese
- **Activity code:** R01 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 2024
- **Award amount:** $729,290
- **Award type:** 5
- **Project period:** 2023-09-30 → 2028-07-31

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/10936525

## Citation

> US National Institutes of Health, RePORTER application 10936525, Preventing School Exclusion and Opioid Misuse: Effectiveness of the Inclusive Skill-building Learning Approach (ISLA) (5R01DA059401-02). Retrieved via AI Analytics 2026-05-25 from https://api.ai-analytics.org/grant/nih/10936525. Licensed CC0.

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