Merrell’s Strong Kids

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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.

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    Program description

    Merrell’s Strong Kids provides a lesson-based approach to SEL. It includes programming for grades K-12 and demonstrates evidence of effectiveness in grades 1-6. Translated materials for Merrell’s Strong Kids are available in Korean.

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        • SEL lessons
        • Instructional practices
        • Relationship building
        • Positive classroom management
        • SEL generalization
        • Shared agreements
        • Adult SEL
        • Student supports
        • 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 quasi-experimental (QE) study published in 2010 supported the effectiveness of Merrell’s Strong Kids Program for elementary school students. This evaluation included 106 grade 3 and 4 students in the Pacific Northwest US (White = 79%, Hispanic/Latinx = 10%). This evaluation found students who participated in the program increased in self-reported knowledge and use of social and emotional learning skills and positive coping skills (i.e., seeking social support, problem solving) compared to students in the control group (outcomes were collected approximately 6 months after pretest). These improvements persisted in a follow up assessment (2 months after posttest).

    Results from a quasi-experimental (QE) study published in 2014 supported the effectiveness of Merrell’s Strong Kids Program for elementary school students. This evaluation included 614 grade K through 6 students enrolled in suburban, Title 1 schools in the US West region (Latinx = 57%, white = 40%; 82% of students qualified for FRPL). This evaluation found grade 1 through 6 students who participated in the program experienced a decrease in teacher-reported internalizing behaviors (e.g., loneliness, depressive symptoms) compared to students in the comparison group (outcomes reported 17 weeks after baseline).

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    • Evidence shown in grades
      1, 2, 3, 4, 5, 6
      School characteristics
        • Suburban
        • West
      Student characteristics
      • Hispanic / Latinx
      • White
      • Low income
      Percentage Low Income
      • Eligible for FRPL: 82%
      Study design type
      • QE
      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 Merrell’s Strong Kids support SEL implementation across multiple settings?

    “The Merrell’s Strong Kids programs supports SEL implementation across multiple settings by providing strategies for content and activities to be prompted, reminded, and reinforced during different school activities (e.g., recess, cafeteria, hallway, physical education, etc.), across various academic content, and in home and community settings.”

    Get info and pricing on the provider’s website

    Go to Provider Site

    References

    • Accepted by CASEL

    • Harlacher, J. E., & Merrell, K. W. (2010). Social and emotional learning as a universal level of student support: Evaluating the follow-up effect of strong kids on social and emotional outcomes. Journal of Applied School Psychology, 26, 212-229.

    • Kramer, T. J., Calderella, P., Young, K. R., Fischer, L., & Warren, J.S. (2014). Implementing Strong Kids school-wide to reduce internalizing and increase prosocial behaviors. Education & Treatment of Children, 37, 659-880.
    • Other references

    • Caldarella, P., Christensen, L., Kramer, T.J., & Kronmiller, K. (2009). Promoting social and emotional learning in second grade students: A study of the Strong Start curriculum. Early Childhood Education Journal, 37, 51–56.

    • Gunter, L., Caldarella, P., Korth, B. B., & Young, K. R. (2012). Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K. Early Childhood Education, 40, 151–159.
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