Tools for Getting Along Together, offered by the University of Florida College of Education, provides a lesson-based approach to SEL. It includes programming for grades 4-5 and demonstrates evidence of effectiveness in grades 4-5. Translated materials are available in Spanish.
-
- 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 (published in 2012) supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation included 1,152 grade 4 and 5 enrolled in schools in the US Southeast (white = 54%; Black = 35%; 79% of students qualified for free or reduced lunch). This evaluation found that students who participated in the program demonstrated higher self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately 6 months after baseline).
Results from a randomized control trial published in 2016 supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation (2016) was a replication study of the 2012 study and included 1,843 grade 4 and 5 enrolled in schools in the US Southeast (white = 70%, Black = 30%; 81% eligible for FRPL). The 2016 evaluation again found an increase in student self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately 6 months after baseline).
-
Evidence shown in grades 4, 5School characteristics -
-
- Southeast
Student characteristics - Black / African American
- White
- Low income
Percentage Low Income - Percentage of students eligible for free or reduced price lunch: 81%
Study design type - RCT
Greater than 350 students included in study design type - Yes
Multiple school districts included at study design type - Yes
-
- 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 Tools for Getting Along Together support SEL implementation across multiple settings?
“Each lesson follows a similar format with SEL concept introductions, active class discussions, and practice activities. Student activities take on many formats, including guided and independent practice of skills, small-group learning, and role-playing. Teachers are instructed to use the booster lessons to further generalization of learned skills.”
Get info and pricing on the provider’s website
Go to Provider SiteReferences
- Accepted by CASEL
-
Daunic, A. P., Smith, S.W., Garvan, C.W., Barber, B.R., Becker, M.K., Peters, C.D., Taylor, G.G., Van Loan, C.L., Li, W., Naranjo, A.H. (2012). Reducing developmental risk for emotional/ behavioral problems: A randomized controlled trial examining the Tools for Getting Along. Journal of School Psychology, 50, 149-166.
-
Smith, S.W., Aydin, B., Van Loan, C.L., Barber, B.R., Taylor, G.G. (2016). Effect of Tools for Getting Along on student risk for emotional and behavioral problems in upper elementary classrooms: A replication study. School Psychology Review, 45, 73-92
Sign up for our newslettersAccess the latest, most trusted information on SEL -