This archive contains the SAFE-ABM computational model developed to evaluate targeted intervention strategies for protecting essential workers during epidemic conditions, accompanying the published article “Essential Workers at Risk: An Agent-Based Model (SAFE-ABM) with Uncertainty Quantification” in the Journal of Artificial Societies and Social Simulation, 29(4), Article 7 (2026). https://doi.org/10.18564/jasss.6276. SAFE-ABM is an agent-based model that simulates disease transmission through structured interactions across households, workplaces, and schools, while incorporating stochastic disease progression and uncertainty in transmission, recovery, and mortality parameters.

The model evaluates five intervention scenarios: Scenario 1, no restrictions; Scenario 2, school-from-home; Scenario 3, essential-workers-only movement; Scenario 4, rotational shifts among essential workers with quarantine of symptomatic active workers; and Scenario 5, rotational shifts among essential workers without quarantine. The archive includes scenario-specific simulation scripts, comparison-analysis scripts, saved derived outputs, README documentation, software requirements, and reproducibility notes.

The included comparison scripts reproduce the main numerical summaries and manuscript outputs, including median epidemic trajectories, predictive-uncertainty plots, cumulative recovery and death summaries, inflection-point summaries, Welch-test comparisons, and mutual-information sensitivity rankings. Saved derived outputs are included so that the main figures and tables can be reproduced without rerunning all large-scale simulations.

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This Python agent-based model simulates the diffusion of instructional practices among primary-school science teachers connected through within-school and cross-school networks. It represents teachers as agents nested in schools and compares five adoption mechanisms: simple contagion, proportion thresholds, count thresholds, adaptive norm conformity, and an individual-only baseline. The model evaluates fixed-budget training allocations, including concentrated and distributed policies, and estimates when school-level dose-response evidence can support targeted allocation. Experiments examine peer interference, cross-school contact intensity, global critical transitions, allocation stability, and the distinction between participant-level and system-level outcomes. Teacher attributes are informed by a de-identified Beijing questionnaire, whereas team sizes and contact networks are explicit model assumptions. The package includes executable Python scripts, ODD documentation, parameter tables, experiment metadata, simulation outputs, and the authorized questionnaire workbook required to reproduce the questionnaire-informed analyses. Results are intended as model-based design evidence for future longitudinal research rather than forecasts of adoption rates.

Boyds (Boids that Fight) is an agent-based model in NetLogo that extends the classic Flocking model with multi-faction competition, a local fight–flight heuristic, and a target locking/“taking” mechanism. The model separates perception (vision) from engagement range (lock distance) and uses per-faction steering bounds to explore how local numerical superiority, sensing, and bounded turning affect victory, losses, and emergent formations.

This agent-based model simulates the lifecycle, movement, and satisfaction of teachers within an urban educational system composed of multiple universities and schools. Each teacher agent transitions through several possible roles: newcomer, university student, unemployed graduate, and employed teacher. Teachers’ pathways are shaped by spatial configuration, institutional capacities, individual characteristics, and dynamic interactions with schools and universities. Universities are assigned spatial locations with a controllable level of centralization and are characterized by academic ratings, capacity, and alumni records. Schools are distributed throughout the city, each with a limited number of vacancies, hiring requirements, and offered salaries. Teachers apply to universities based on the alignment of their personal academic profiles with institutional ratings, pursue studies, and upon graduation become candidates for employment at schools.
The employment process is driven by a decentralized matching of teacher expectations and school offers, taking into account factors such as salary, proximity, and peer similarity. Teachers’ satisfaction evolves over time, reflecting both institutional characteristics and the composition of their colleagues; low satisfaction may prompt teachers to transfer between schools within their mobility radius. Mortality and teacher attrition further shape workforce dynamics, leading to continuous recruitment of newcomers to maintain a stable population. The model tracks university reputation through the academic performance and number of alumni, and visualizes key metrics including teacher status distribution, school staffing, university alumni counts, and overall satisfaction. This structure enables the exploration of policy interventions, hiring and training strategies, and the impact of spatial and institutional design on the allocation, retention, and happiness of urban educational staff.

Due to the role of education in promoting social status and facilitating upward social mobility, individuals and their families spare no effort to pursue better educational opportunities, especially in countries where education is highly competitive.

In China, the enrollment of senior high schools and universities mainly follows a ranking system based on students’ scores in national entrance exams (Zhongkao and Gaokao). Typically, students with higher scores have priority in choosing schools and endeavor to get into better senior high schools to increase their chances of entering a prestigious university.

However, students can only select “better” senior high schools based on their average Gaokao grades, which are strongly influenced by the initial performance (Zhongkao grades) of enrolled students. The true quality indicator of school education (schooling effect, defined as the grade improvement achieved through education at the senior high school) is unknowable. This raises the first question: will school rankings reflect the real educational quality of schools over decades of educational competition, or merely the initial quality of the students they enroll?

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The School Enrollment Model is a spatially-explicit computational model that depicts a city, with schools and students located within the space. The model represents the Chilean school system, a market-based educational system, where people are free to choose among public, private voucher, or private fee-paying schools. In the model, students become aware of some schools, apply to schools, switch schools, pass or fail grade levels, and eventually either graduate or dropout. Schools select students, update their tuition, test scores, and other characteristics.

The purpose of the model is to represent the Chilean school system and analyze the different mechanisms that affected the enrollment distribution between public, private voucher, and private fee-paying school sectors during the period 2004-2016.

Prior to COVID-19, female academics accounted for 45% of assistant professors, 37% of associate professors, and 21% of full professors in business schools (Morgan et al., 2021). The pandemic arguably widened this gender gap, but little systemic data exists to quantify it. Our study set out to answer two questions: (1) How much will the COVID-19 pandemic have impacted the gender gap in U.S. business school tenured and tenure-track faculty? and (2) How much will institutional policies designed to help faculty members during the pandemic have affected this gender gap? We used agent-based modeling coupled with archival data to develop a simulation of the tenure process in business schools in the U.S. and tested how institutional interventions would affect this gender gap. Our simulations demonstrated that the gender gap in U.S. business schools was on track to close but would need further interventions to reach equality (50% females). In the long-term picture, COVID-19 had a small impact on the gender gap, as did dependent care assistance and tenure extensions (unless only women received tenure extensions). Changing performance evaluation methods to better value teaching and service activities and increasing the proportion of female new hires would help close the gender gap faster.

This is an extension of the basic Suceptible, Infected, Recovered (SIR) model. This model explores the spread of disease in two spaces, one a treatment, and one a control. Through the modeling options, one can explore how changing assumptions about the number of susceptible people, starting number of infected people, the disease’s infection probability, and average duration impacts the outcome. In addition, this version allows users to explore how public health interventions like social distancing, masking, and isolation can affect the number of people infected. The model shows that the interactions of agents, and the interventions can drastically affect the results of the model.

We used the model in our course about COVID-19: https://www.csats.psu.edu/science-of-covid19

This is a basic Susceptible, Infected, Recovered (SIR) model. This model explores the spread of disease in a space. In particular, it explores how changing assumptions about the number of susceptible people, starting number of infected people, as well as the disease’s infection probability, and average duration of infection. The model shows that the interactions of agents can drastically affect the results of the model.

We used it in our course on COVID-19: https://www.csats.psu.edu/science-of-covid19

Risk assessments are designed to measure cumulative risk and promotive factors for delinquency and recidivism, and are used by criminal and juvenile justice systems to inform sanctions and interventions. Yet, these risk assessments tend to focus on individual risk and often fail to capture each individual’s environmental risk. This agent-based model (ABM) explores the interaction of individual and environmental risk on the youth. The ABM is based on an interactional theory of delinquency and moves beyond more traditional statistical approaches used to study delinquency that tend to rely on point-in-time measures, and to focus on exploring the dynamics and processes that evolve from interactions between agents (i.e., youths) and their environments. Our ABM simulates a youth’s day, where they spend time in schools, their neighborhoods, and families. The youth has proclivities for engaging in prosocial or antisocial behaviors, and their environments have likelihoods of presenting prosocial or antisocial opportunities.