Incredible Years: Teacher Classroom Management provides teaching practices and lesson-based approaches to SEL. It includes programming for grades PreK-3 and demonstrates evidence of effectiveness at grades PreK-3. It is recommended that the Teacher Classroom Management program be implemented in conjunction with Incredible Year’s lesson-based curriculum, Dinosaur School; however, this is not a requirement. Translated materials are available in Norwegian, Danish, Finnish, and Portuguese.
Strategies supporting educational equity
Incredible Years: Teacher Classroom Management offers strategies for understanding context, working with bias, and customizing for context. This includes training on making connections with families to understand the context and culture of students, opportunities for teachers to examine and interrogate their own potential biases, and guidance for adjusting classroom management to be more culturally responsive.
- Instructional practices
- Positive classroom management
- SEL generalization
- Shared agreements
- Adult SEL
- Family Intervention Component
- Activities and Resources for Home
- Individualized Communication
- 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 two randomized control trials support the effectiveness of the Incredible Years Teacher Classroom Management (IY TCM) for diverse preschool and elementary school students at decreasing problem behaviors and improving social behaviors. IY TCM has been found effective both as a standalone SEL intervention and when paired with Incredible Years Dinosaur School (IY DS).
Results from a randomized controlled trial study published in 2018 supported the effectiveness of the Incredible Years Teacher Classroom Management (IY TCM) for early elementary school students. This evaluation included 104 teachers and 1,680 kindergarten through grade 3 students enrolled in urban schools in the US Midwest (Black/African American = 76%, white = 22%; FRPL = 61%). This evaluation found that students with teachers participating in IY TCM demonstrated significantly higher teacher-reported prosocial behavior and social competence, as well as significantly lower teacher-reported emotional dysregulation compared to students in the comparison group (outcomes reported approximately 7 months after baseline, while controlling for outcome pretest and a host of relevant demographic characteristics).
Results from a longitudinal randomized controlled trial (RCT) cohort study (published in 2008) supported the effectiveness of simultaneously implementing the IY TCM and Incredible Years Dinosaur School (IY-DS) programs for preschool and elementary students. This evaluation included 1,768 pre kindergarten through grade 1 students students enrolled in urban Head Start and public schools in the US West region (white = 27%, Black = 26%, Asian/Asian American = 20%, Latino = 18%; FRPL = 58%; 31% spoke non-English home language). This evaluation found students exposed to both IY programs demonstrated significant improvement in emotional self-regulation, social competence and conduct problems compared to students in the control students outcomes reported approximately 9 after baseline, while controlling for outcome pretest and a host of relevant demographic characteristics). Additionally, IY teachers demonstrated significant improvements in teaching practices compared to the teachers in the control group.
- Asian / Asian American
- Black / African American
- Hispanic / Latinx
- Low income
- Eligible for FRPL: 61%
- 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 attitudes
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- Accepted by CASEL
Reinke, W. M., Herman, K. C., & Dong, N. (2018). The Incredible Years teacher classroom management program: Outcomes from a group randomized trial. Prevention Science, 19(8), 1043-1054.
- Other references
Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001). Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology, 30(3), 283-302
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