Ripple Effects for Teens

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Designated
Promising
Indicates that a program demonstrates evidence of effectiveness at improving student or teacher outcomes, as well as supporting students’ social and emotional growth through at least two competencies. May offer multi-year programming. For a full list of Promising student outcomes see Promising designation.
Program description

Ripple Effects for Teens, offered by Ripple Effects Inc., provides a lesson-based approach to SEL. It includes programming for grades 6-12 and demonstrated evidence of effectiveness in grade 6.

Strategies supporting educational equity

Ripple Effects for Teens features strategies for addressing bias and customizing for context. This includes a supplemental PD program, Educator Ally, that provides educators the opportunity to privately expand their own knowledge on topics like bias, privilege, and racism. Since students often choose which lessons to engage with, they can determine which topics feel meaningful and relevant, allowing the program to be customized for context.

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      • SEL lessons
      • Instructional practices
      • Relationship building
      • Positive classroom management
      • SEL generalization
      • Student voice
      • Adult SEL
      • Group structures
      • Student supports
      • Family Intervention Component
      • Activities and Resources for Home
    • 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Results from a randomized control trial (RCT) evaluation conducted in the 2005-2006 academic year (unpublished report written in 2008) supported the effectiveness of Ripple Effects for Teens for middle school students. This evaluation included 144 grade 6 students in an urban school district in the U.S. West region (white = 52%; Hispanic/Latinx = 26%; Asian American = 19%; 31% of students eligible for FRPL). This evaluation found that students receiving instruction using the Ripple Effects for Teens program showed significantly greater growth in self-efficacy, more specifically in self-reported problem-solving skills, and empathy compared to control students (outcomes reported approximately 4 weeks after baseline, while controlling for outcome pretest and relevant demographic covariates). However, the evaluation also found that the control group significantly outperformed students who participated in the Ripple Effects for Teens program on school connectedness. For this reason, Ripple Effects for Teens is designated as Promising.

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  • Evidence shown in grades
    6
    School characteristics
      • Urban
      • West
    Student characteristics
    • Asian / Asian American
    • Hispanic / Latinx
    • White
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 31%
    Study design type
    • RCT
    Greater than 350 students included in study design type
    • No
    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 Ripple Effects for Teens support SEL implementation across multiple settings?

“Ripple Effects PK-12 suite of digital programs personalizes SEL skill-building, strengthens learner agency, and promotes positive mental health. Used across tiers and settings, the trauma-informed lessons support a school's MTSS, ensuring each learner gets what they uniquely need. Contextualized activities can be extended to the community and home. ”

Get info and pricing on the provider’s website

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References

  • Other references

  • Cooper, R.N. (2013). Response to intervention (RtI): A mixed methods study evaluating the effects of behavior training software on behavior of in-school suspension students [Unpublished doctoral dissertation]. Northeastern University. 

  • Perry, S.M., Bass, K, Ray, A. & Berg, S. (2008). Impact of Ripple Effects computer-based, social-emotional learning intervention on school outcomes among rural early adolescents. (Unpublished).  

  • Perry, S.M., Bass, K., et al. (June, 2008). Impact of social-emotional learning software on objective school outcomes among diverse adolescents: A summary analysis of six randomized controlled trials.  Poster presented at the annual meeting of the Society for Prevention Research, Washington DC. 

  • Perry, S.M., Bass, K, et al. (2008). Impact of a computerized social-emotional learning intervention on African American and Latino students when implemented in lieu of academic instruction. (Unpublished). 

  • Ray, A. Patterson, V., & Berg, S. (2008). Impact of a district-wide individualized, computerized, positive behavioral intervention on discipline referrals, in-school suspensions and out of school suspensions. (Unpublished). 

     
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