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Violent discipline in schools infringes on children’s rights and is associated with harmful developmental consequences for students. This calls for effective intervention programs, particularly in countries with high prevalence of violent discipline in schools. This study tested the effectiveness of the preventative intervention Interaction Competencies with Children—for Teachers (ICC-T) in reducing violent discipline by teachers in a two-arm matched cluster-randomized controlled trial. The sample comprised teachers (n = 173, 53.7% female) and students (n = 914, 50.5% girls) from 12 public primary schools from six regions in Tanzania. Teacher physical and emotional violent discipline reported by teachers and students was assessed before and six to eight and a half months after the intervention. The schools were randomly allocated to either intervention (6; ICC-T) or control condition (6; no intervention). Teachers were not blinded. Students and research assistants conducting the follow-up assessment were blinded. A series of multivariate multilevel models revealed significant time*intervention effects on physical violent discipline reported by teachers and students and teachers’ favorable attitudes towards physical violent discipline, FDRs < .05. In addition, we found a spill-over effect on peer-to-peer violence and students’ externalizing, ps < .05. There were no significant time*intervention effects either on emotional violent discipline, FDRs > .05, teachers’ favorable attitudes towards emotional violent discipline or on student’s internalizing problems and academic performance, ps > .05. Our results provide further evidence that ICC-T may positively change teachers’ violent disciplining behavior and their attitudes towards violent discipline. ClinicalTrials.gov, NCT03893851.

Background: War-related trauma is associated with varying posttraumatic stress disorder (PTSD) prevalence rates in refugees. In PTSD development, differential DNA methylation (DNAm) levels associated with trauma exposure might be involved in risk versus resilience processes. Studies investigating DNAm profiles related to trauma exposure and PTSD among refugees remain sparse. Objective: The present epigenome-wide association study investigated associations between war-related trauma, PTSD, and altered DNAm patterns in Burundian refugee families with 110 children and their 207 female and male caregivers. Method: War-related trauma load and PTSD symptom severity were assessed in structured clinical interviews with standardised instruments. Epigenome-wide DNAm levels were quantified from buccal epithelia using the Illumina EPIC beadchip. Results: Controlling for biological confounders, no significant epigenome-wide DNAm alterations associated with trauma exposure or PTSD were identified in children or caregivers ( FDRs > .05). Co-methylated positions derived as modules from weighted gene correlation network analyses were not significantly associated with either war-related trauma experience in children or caregivers or with PTSD. Conclusions: These results do not provide evidence for altered DNAm patterns associated with exposure to war-related trauma or PTSD.