Peace Learning Circles

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Designated
SELect
Indicates that a program demonstrates evidence of effectiveness at improving student outcomes at the highest level, supports students’ social and emotional growth through all five competencies, and offers multi-year programming. For a full list of SELect student outcomes see SELect designation.
Program description

Peace Learning Circles, offered by the Peace Learning Center, provides a teaching practices approach to SEL. It includes programming for grades K-12 and demonstrates evidence of effectiveness at grades 3 and 4. Translated materials for Peace Learning Circles are available in Spanish and French.

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      • SEL lessons
      • Instructional practices
      • Relationship building
      • Positive classroom management
      • SEL generalization
      • Student voice
      • Systemic support for SEL
      • Adult SEL
      • Group structures
      • Peer mentoring
      • Family Intervention Component
      • School Involvement
      • Activities and Resources for Home
      • Individualized Communication
    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • 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 quasi-experimental evaluation conducted in the 1996-1997 academic year (published in 2000) supported the effectiveness of Peace Learning Circles for elementary school students. This evaluation included 132 grade 3 students enrolled in urban schools in the U.S. Midwest (63% white, 30% Black/African American; 33% free or reduced-price lunch (FRPL)). This evaluation found that students who participated in the program demonstrated improved standardized reading test scores and teacher-reported positive social classroom behaviors compared to students in the comparison group (outcomes reported approximately seven months after baseline while controlled for outcome pretest).

Results from a randomized controlled trial conducted in the 2007-2008 and 2008-2009 academic years (report written in 2011) supported the effectiveness of Peace Learning Circles for elementary school students. This evaluation included 1,395 grade 3 and 4 students enrolled in urban schools in the U.S. West region (24% Latinx, 17% Asian/Asian American, 17% white, 17% Black/African American; 54% FRPL). This evaluation found that classrooms participating in the program demonstrated improved observer-reported classroom climate compared to classrooms in the comparison group (outcomes reported approximately two months after baseline while controlled for pre-test and a host of relevant demographics).

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  • Evidence shown in grades
    3, 4
    School characteristics
      • Urban
      • Midwest
      • West
    Student characteristics
    • Asian / Asian American
    • Black / African American
    • Hispanic / Latinx
    • White
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 54%
    Study design type
    • RCT
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • Yes
    • 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

How does Peace Learning Circles support SEL implementation across multiple settings?

“Peace Learning Communities offers workshops for students, school staff, and families in person, online, and at our location in Eagle Creek Park in Indianapolis. ”

Get info and pricing on the provider’s website

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References

  • Other references

  • Chesswas, R. (2003). Evaluation of the Implementation and Impact of Tribes TLC: First Year Study. Unpublished report.

  • Chesswas, R. (2004). Evaluation of the Implementation and Impact of Tribes TLC: Second Year Study. Unpublished report.

  • Chesswas, R. (2004). Supplemental Report: Evaluation of School Context and Structures in Tribes TLC Schools. Unpublished report.
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