Evaluation of the Cave of Adullam Transformational Training Academy (CATTA)

Background: Black males are nearly three times more likely to be suspended or expelled from school than their white peers, putting Black males at increased risk for engagement in the school-to-prison pipeline. Existing literature defines the school-to-prison pipeline as a pervasive trend of penalizing students of color, those from lower socioeconomic status, and those who have disabilities. The common practice of disciplining students through either suspension or expulsion contributes not only to a decreased interest in academic skills but also to a reduced sense of school connectedness and belonging. Once a student is suspended, they are often expelled. From there, they may drop out of school entirely, which increases the likelihood of incarceration. Limited research exists investigating ways to dismantle this school-to-prison pipeline, especially among Black boys. A local community organization, The Yunion, established the Cave of Adullam Transformation Training Academy (CATTA) to provide a comprehensive resource for healing boys through Emotional Stability Training (EST). EST incorporates a trauma-informed approach to processing emotions, improving academic performance, reducing school suspensions/expulsions, improving family relationships, increasing faith, and increasing physical fitness. The present study evaluated one cohort who engaged in the CATTA for one year.

Methods: A pre-post survey design was employed collecting a quantitative survey at baseline and the conclusion of the CATTA with 20 Black boys and one parent/caregiver. The duration of the CATTA was one year. Additionally, focus groups were conducted halfway through with the boys and parents/caregivers.

Results: Over the one year, there were significant increases in grades. At baseline, about half of the boys reported As (47%) and Bs (47%). A smaller percentage received Ds (6%). At post-survey, most youth reported As (60%), 33% reported Bs, and 7% reported Cs. Additionally, there was a significant decrease in the number of days boys were suspended from school.

Furthermore, boys reported a decrease in loneliness and found it easier to fall asleep. Parents reported better relationships with their sons. One boy reported, “I feel that I have self-control ruling over my emotions and pushing past barriers and also getting me closer to God.” Another reported, “I have become less irritated, control my emotions and stay in the moment, I also know more self-defense and self-confidence during my time at the CAVE.” Additionally, one parent reported, “The CATTA was very enriching for my son. His confidence level has increased, he has more zeal to want to do well in school, he is working harder to make me proud, on his own, and he is taking ownership in making life goals and working towards achieving them. It has been a wonderful experience that I truly believe saved my son from a downward spiral to self-destruction. I am grateful for the support, help, care, love, and accountability the CATTA provided us.”

Conclusions: The findings have the potential to disrupt the school-to-prison pipeline and empower Black boys to thrive academically, emotionally, and socially. Parents/caregivers reported better relationships with their songs following the CATTA, highlighting the broader positive impact on family dynamics and support systems.