Raising Healthy Children

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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.

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    Program description

    Raising Healthy Children, offered by the Social Development Research Group at University of Washington, provides an organizational approach to SEL. It includes programming for grades K-6 and demonstrates evidence of effectiveness in grades 1-2.

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        • SEL lessons
        • Instructional practices
        • Relationship building
        • Positive classroom management
        • SEL generalization
        • Systemic support for SEL
        • Student supports
        • 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 randomized controlled trial published in 2003 supported the effectiveness of Raising Healthy Children for elementary students. This evaluation included 938 grade 1 and 2 students enrolled in multiple suburban, public schools in the US West region (white = 82%; FRPL eligible = 38%). This evaluation found that students who participated in the program had higher teacher- and parent-reported academic performance and school commitment compared to students in the control group (outcomes reported 18 months after baseline while controlling for outcome pretest). This study also found that students who participated in the program had increases in teacher-reported social competency (e.g., empathy, cooperation) and declines in teacher-reported antisocial behaviors (e.g., lying, fighting) compared to students in the control group

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    • Evidence shown in grades
      1, 2
      School characteristics
        • Suburban
        • West
      Student characteristics
      • White
      • Low income
      Percentage Low Income
      • Percentage of students eligible for free or reduced price lunch: 38%
      Study design type
      • RCT
      Greater than 350 students included in study design type
      • Yes
      Multiple school districts included at study design type
      • No
      • 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 Raising Healthy Children support SEL implementation across multiple settings?

    “Raising Healthy Children program provides training and coaching to strengthen classroom-management and strategies that promote school commitment, social skills training, and parenting workshops. The program is based on the belief that every teacher makes a difference in the life of a child and the family is an important partner in learning.”

    Get info and pricing on the provider’s website

    Go to Provider Site

    References

    • Accepted by CASEL

    • Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143-164.
    • Other references

    • Brown, E. C., Catalano, R. F., Fleming, C. B., Haggerty, K. P., & Abbott, R. D. (2005). Adolescent substance use outcomes in the Raising Healthy Children Project: A two-part latent growth curve analysis. Journal of Consulting and Clinical Psychology, 73, 699-710.

    • Haggerty, K. P., Fleming, C. B., Catalano, R. F., Harachi, T. W., & Abbott, R. D. (2006). Raising Healthy Children: Examining the impact of promoting healthy driving behavior within a social development intervention. Prevention Science, 7, 257-267.

    • Harachi, T. W., Abbott, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the black box: Using process evaluation measures to assess implementation and theory building. American Journal of Community Psychology, 27, 711-731.
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