Insights Intervention provides lesson-based and teaching practices approaches to SEL. It includes programming for grades K-2 and demonstrates evidence of effectiveness at grades K-1. Translated materials are available in Spanish.
- SEL lessons
- Positive classroom management
- SEL generalization
- Adult SEL
- Student supports
- Community partnerships
- Family Intervention Component
- School Involvement
- Connecting Families With Community Supports
- 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 a randomized control trial (RCT) published in 2015 support the effectiveness of INSIGHTS for elementary students. The evaluation included 120 classrooms from 22 urban elementary schools serving kindergarten and grade 1 students (Black = 79%, Hispanic = 44%; 80% of students qualified for free or reduced price lunch). The evaluation found that the teachers who participated in the program exhibited higher levels of teacher emotional support compared to teachers in the comparison group (outcomes reported 10 weeks after baseline while controlling for outcome pretest).
- Black / African American
- Hispanic / Latinx
- Low income
- Percentage of students eligible for free or reduced price lunch: 80%
- 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
Cappella, E., O’Connor, E. E., McCormick, M. P., Turbeville, A. R., Collins, A. J., & McClowry, S. G. (2015). Classwide Efficacy of INSIGHTS: Observed Teacher Practices and Student Behaviors in Kindergarten and First Grade. The Elementary School Journal, 116(2), 217-241.
- Other references
McCormick, M.P., Cappella, E., O’Connor, E.E., & McClowry, S.G. (2015). Context matters for social-emotional learning in early elementary school: Examining variation in program impact by dimensions of school climate. American Journal of Community Psychology, 56, 101-119.
McCormick, M.P., Neuhaus, R.M., Horn, E.P., O’Connor, E.E., White, H.I., Harding, S., Cappella, E., & McClowry, S.G. (2019). Long-term effects of social–emotional learning on receipt of special education and grade retention: Evidence from a randomized trial of INSIGHTS. AERA Open, 5(3), 1–21.
McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments. Early Childhood Research Quarterly, 30(A), 128-139.
McCormick, M.P., White, H.I., Horn, E.P., Lacks, R., O’Connor, E.E., Cappella, E., & McClowry, S.G. (2018). Instructional support and academic skills: Impacts of INSIGHTS in classrooms with shy children. Early Education and Development.
O’Connor, E.E., Cappella, E., McCormick, M.P & McClowry, S.G. (2014). An examination of the efficacy of INSIGHTS in enhancing the academic and behavioral development of children in early grades. Journal of Educational Psychology, 106(4), 1156-1169.
O’Connor, E. E., Cappella, E., McCormick, M. P., & McClowry, S. G. (2014). Enhancing the academic development of shy children: A test of the efficacy of INSIGHTS. School Psychology Review, 43(3), 239-259.
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