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.
- 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
- 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 US Midwest (white = 63%, Black = 30%; FRPL = 33%). 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 7 months after baseline while controlled for outcome pretest).
Results from a randomized control 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 US West region (Latinx = 24%; Asian American = 17%; white = 17%, Black = 17%; FRPL = 54%). 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 2 months after baseline while controlled for pre-test and a host of relevant demographics).
Evidence shown in grades3, 4 School characteristics
- Asian / Asian American
- Black / African American
- Hispanic / Latinx
- Low income
Percentage Low Income
- Eligible for FRPL: 54%
Study design type
Greater than 350 students included in study design type
Multiple school districts included at study design type
- 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
Hanson, T., Izu, J.A., Petrosino, A., Delong-Cotty, B, & Zheng, H (2011). A Randomized Experimental Evaluation of the Tribes Learning Communities Prevention Program (Document number 237958). Washington, DC: Office of National Criminla Justice Reference Service, U.S. Department of Justice.
Kiger, D. (2000). The Tribes process TLC: A preliminary evaluation of classroom implementation & impact on student achievement. Education, 120, 586-592
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- 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.