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
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- Systemic support for SEL
- Adult SEL
- Group structures
- Peer mentoring
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- Family Intervention Component
- School Involvement
- Activities and Resources for Home
- Individualized Communication
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- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
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- 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 (white = 63%, Black = 30%; free or reduced-price lunch (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 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 (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 two months after baseline while controlled for pre-test and a host of relevant demographics).
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Evidence shown in grades 3, 4School characteristics -
- Urban
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- 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
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- 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
Get info and pricing on the provider’s website
Go to Provider SiteReferences
- Accepted by CASEL
- Other references
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Chesswas, R. (2003). Evaluation of the Implementation and Impact of Tribes TLC: First Year Study. Unpublished report.
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Chesswas, R. (2004). Evaluation of the Implementation and Impact of Tribes TLC: Second Year Study. Unpublished report.
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Chesswas, R. (2004). Supplemental Report: Evaluation of School Context and Structures in Tribes TLC Schools. Unpublished report.
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