The 4Rs Program, offered by the Morningside Center for Teaching Social Responsibility, provides a lesson-based approach to SEL. It includes programming for grades PreK-8 and demonstrates evidence of effectiveness at grades 3 & 4. Translated materials are available in Spanish.
Strategies supporting educational equity
The 4Rs program features strategies for working with bias. This includes opportunities during training for adult reflection and exploration around personal identity and how that impacts relationships with students.
- SEL lessons
- Relationship building
- Shared agreements
- Systemic support for SEL
- Adult SEL
- Group structures
- Community volunteer activities
- School Involvement
- Activities and Resources for Home
- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
- Administrator support
- Technical assistance
- Professional Learning Communities (PLCs)
- Online resource library
- Self-report tools for monitoring implementation
- Observational tools
- Tools for measuring student success
Evidence of effectiveness
Results from the first year of a 3-year randomized controlled trial (RCT) published in 2010 supported the effectiveness of the 4Rs Program for elementary school students. This evaluation included 942 students in grade 3 (Latinx = 46% , Black = 41%). This evaluation found students who participated in the program had lower self-reported depressive symptoms and hostile attribution bias compared to students in the control group (outcomes were assessed 9 months after baseline while controlling for outcome pretest).
Results from a randomized controlled trial (RCT) published in 2011 supported the effectiveness of the 4Rs program for elementary school students. This evaluation included 1,184 students in grade 3 in 18 elementary schools (Latinx = 46% , Black = 41%; 31% of parents had less than a high school diploma or GED; and 62% of households were at or below 100% of the federal poverty level). This evaluation found that students in classrooms who participated in the program showed greater decreases in self-reported depressive symptoms and teacher-reported aggression compared to students in the control group (outcomes were collected at 9 months, 1 year, and 2 years after pre-test). Additionally, students who participated in the program had greater teacher-reported improvements in prosocial behavior, as well as self-reported improvements in hostile attributional bias and aggressive interpersonal negotiation strategies (assessed via vignettes) compared to students in the control group.
- Black / African American
- Hispanic / Latinx
- Low income
- Percentage of households were at or below 100% of the federal poverty level: 62%
- Improved academic performance
- Reduced emotional distress
- Improved identity development and agency
- Reduced problem behaviors
- Improved school climate
- Improved school connectedness
- Improved social behaviors
- Improved teaching practices
- Improved other SEL skills and attitiudes
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- Accepted by CASEL
Jones, S. M., Brown, J. L., Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533-554
Jones, S. M., Brown, J. L., Hoglund, W., & Aber, J. L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: Impacts after one school year. Journal of Consulting and Clinical Psychology, 78, 829-842.
- Other references
Brown, J. L., Jones, S., LaRusso, M. D., & Aber, J. L. (2010). Improving classroom quality: Teacher influences and experimental impacts of the 4Rs program. Journal of Educational Psychology, 102, 153-167.
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