Likewise, a non-experimental evaluation of the Seattle Social Development Program demonstrated that enrollment in this program, aimed at preventing adolescent health-risk behaviors through increasing bonds between families and schools, was related to high levels of school engagement in adolescence (age 18) in an ethnically-diverse sample of public school students from Seattle neighborhoods with high crime rates (Hawkins, Catalano, Kosterman, Abbott, & Hill, 1999).

The program involved a classroom component, in which teachers were trained in proactive classroom management, interactive teaching, and cooperative learning and a family component, which provided parent training to foster parental monitoring, parental expectation, and parents' use of positive reinforcement and discipline. Students received the program during the first through fifth grades.