Initiative Description: a 2-year implementation for Kindergarten and First grade with teacher and parent training of 10 weekly 2-hour facilitated parallel sessions based on a structured curriculum and a student classroom program of 10 45-min lessons to all students in the classrooms of participating teachers.

Study Results: improvements in math and reading achievement that were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Reduced disruptive behaviors that were greater in schools with lower levels of accountability at baseline; and impacts on sustained attention that were greater in schools with lower levels of safety/respect at baseline.

Reference: McCormick, M. P., Cappella, E., O’Connor, E. E., & McClowry, S. G. (2015). Context matters for social-emotional learning: examining variation in program impact by dimensions of school climate. Am J Community Psychol, 56(12), 101-119. doi:10.1007/s10464-015-9733-z

Level of Evidence: Very Good