Progr Educa Self- Self- Socia Relati Respo Context Popula Evidenc

am tional Awar Manag l onship nsible /Setting tions e of

Name Stage eness ement Awar Skills Decisi Effectiv

eness on- eness

Maki

ng

1. Presch ★★ ★★★ ★★ ★★★ ★★★ Classroo Divers Strong

Secon ool ★★ ★★ ★★ ★★ ☆☆ m, e evidenc

d ☆ ☆ Home populat e:

Step ions, improve

Early includi d social-

Learn ng emotion

ing low- al

income compete

nce,

reduced

problem

behavio

rs

(Simmo

n, 2024)

2. Presch ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Strong

PAT ool, ★★ ★☆ ★★ ★☆ ★☆ m, sal, evidenc

(Pro ntary needs improve

motin d

g emotion

Alter al

native literacy,

Thin reduced

king aggressi

Strate on

gies) (Aksoy

&

Gresha,

2024)

3. Eleme ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Moderat

RUL ntary ★★ ★★ ★★ ☆☆ ★☆ m, sal, e to

ER ★ ☆ School- urban/s strong

wide uburba evidenc

n e:

improve

emotion

al

intellige
 nce,

academi

perform

ance

(Hass &

Brackett

2024)

4. Eleme ★★ ★★★ ★★ ★★★ ★★★ Classroo Divers Strong

Positi ntary, ★★ ★★ ★☆ ★☆ ★★ m, e SES, evidenc

ve Middl ☆ ☆ School- urban/r e:

Actio e wide, ural improve

n Family, d

Commu academi

nity cs,

reduced

problem

behavio

rs

(Abracz

inskas et

al.,

2021)
5. Eleme ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Moderat

CAS ntary, ★★ ★★ ★☆ ☆☆ ★☆ m sal e

EL Middl ★ ☆ evidenc

SELe e e:

ct: improve

Mind d

UP executiv

function

, stress

regulati

on

(Min,

2024)

6. Middl ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Moderat

Lions e ★★ ★☆ ★★ ★★ ★★ m, sal, at- e

Quest Schoo ☆ ★ School- risk evidenc

l wide, e:

Commu improve

nity d school

climate,

reduced

risky
 behavio

rs

(Barlas

et al.,

2022)

7. Middl ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Moderat

Schoo e, ★★ ★☆ ★★ ★★ ★★ m sal, at- e

l- High ☆ ★ risk evidenc

Conn Schoo e:

ect l improve

d school

connect

edness,

academi

engage

ment

(Mahon

ey et al.,

2021)

8. High ★★ ★★★ ★★ ★★★ ★★★ School- Univer Strong

BAR Schoo ★☆ ★☆ ★★ ★★ ★☆ wide, sal, evidenc

R l ☆ ☆ Classroo transiti e:
(Buil m on improve

ding years d

Asset graduati

s, on rates,

Redu reduced

cing failure

Risks rates

) (Bos et

al.,

2022)

9. High ★★ ★★★ ★★ ★★★ ★★★ Classroo Univer Moderat

Facin Schoo ★★ ☆☆ ★★ ★☆ ★★ m sal, e

g l ☆ ★ diverse evidenc

Histo populat e:

ry ions improve

and d ethical

Ourse reflectio

lves n, civic

engage

ment

(Bridge

man,

2022))
 10. Middl ★★ ★★★ ★★ ★★★ ★★★ School, Urban Strong

Beco e, ★★ ★★ ★★ ★☆ ★★ Commu males, evidenc

ming High ★ ☆ nity at-risk e:

a Schoo youth reduced

Man l violent

(BA crime

M) arrests,

improve

d school

engage

ment

(Univer

sity of

Chicago

Crime

Lab,

2025).

Rating Scale: ★☆☆☆☆ = Poor, ★★☆☆☆ = Fair, ★★★☆☆ = Good, ★★★★☆ = Very

Good, ★★★★★ = Excellent

SEL Program Analysis and Implementation Recommendations

Preschool serves as a critical foundation for social and emotional development. The data

indicates that Second Step Early Learning and PATHS are particularly effective at this stage.

Second Step's strength lies in its comprehensive approach to self-management and relationship

skills, which are crucial developmental tasks for preschoolers learning to navigate social

environments for the first time. The program utilizes puppets, songs, and age-appropriate

activities that engage young children while teaching foundational SEL skills.

PATHS similarly demonstrates strong outcomes for preschoolers, with exceptional ratings in

self-awareness and social awareness. The program's focus on emotional literacy provides

children with vocabulary to express feelings appropriately—a key developmental milestone.

Research by Aksoy and Gresham (2024) indicates that early implementation of PATHS results in

significant improvements in emotional understanding and reductions in problem behaviors that

can persist into elementary years.

Elementary School Programs

For elementary students, RULER and Positive Action stand out as highly effective programs.

RULER's emphasis on recognizing, understanding, labeling, expressing, and regulating emotions

(forming the acronym RULER) provides students with a comprehensive emotional intelligence

framework. Hass (2024) found that RULER implementation was associated with improved

classroom emotional climate and academic performance.

Positive Action takes a holistic approach, addressing all five SEL competencies with particular

strength in self-management and responsible decision-making. Its philosophy that positive

thoughts lead to positive actions and feelings creates a coherent framework for students. The
program's whole-school approach, including family and community components, contributes to

its effectiveness across diverse settings and populations.

MindUP deserves special attention for elementary implementation due to its neuroscience-

informed approach. The program teaches students about brain functioning related to emotions

and attention, providing concrete strategies for self-regulation through mindfulness practices.

This approach is particularly valuable for developing executive functioning skills that support

both SEL competencies and academic success.

Middle School Programs

The transition to middle school presents unique challenges as students navigate increasing

academic demands and complex social dynamics. Lions Quest offers comprehensive coverage

of all five SEL competencies with particular strengths in social awareness, relationship skills,

and responsible decision-making—areas critical during early adolescence. The program's

community service component provides authentic opportunities for students to apply SEL skills

beyond the classroom.

Positive Action continues to show effectiveness in middle school settings, providing valuable

continuity for students who began the program in elementary school. The program's adaptability

to different contexts (classroom, school-wide, family, community) makes it particularly valuable

for addressing the multilayered social environments middle schoolers navigate.

For targeted interventions, Becoming a Man (BAM) demonstrates remarkable effectiveness for

at-risk male students in urban settings. The program's cognitive behavioral approach helps

students develop critical thinking skills to make better decisions in challenging situations.

University of Chicago Crime Lab, (2025) found that BAM participation reduced violent crime
arrests by 50% and improved school engagement—outcomes with significant long-term

implications.

High School Programs

High school implementation of SEL requires approaches that respect adolescents' increasing

autonomy while addressing their developmental needs. BARR stands out for its effectiveness in

improving graduation rates and reducing course failures. The program's strength lies in its

systematic approach to building relationships between students and teachers while addressing

academic, social, and emotional needs simultaneously.

Facing History and Ourselves offers a unique approach that integrates SEL with academic

content, particularly history and civics. The program's emphasis on ethical reflection and civic

engagement aligns with adolescents' developing capacity for abstract thinking and identity

formation. This integration makes the program particularly effective for high school settings

where academic demands are high and time for standalone SEL instruction may be limited.

School-Connect provides comprehensive coverage of all five SEL competencies with

developmentally appropriate lessons for high school students. The program's focus on school

connectedness addresses a critical protective factor for adolescents, with research showing that

students who feel connected to school demonstrate better academic performance and fewer risk

behaviors.

Cross-Age Implementation Considerations

When developing a district-wide SEL strategy, programs that span multiple age ranges offer

valuable continuity. PATHS and Positive Action stand out for their effectiveness across

elementary and middle school levels. This continuity allows students to build on previously

learned skills rather than starting with new frameworks at each educational transition.
For districts serving diverse populations, programs with strong evidence across multiple

demographics are particularly valuable. Positive Action and BARR have demonstrated

effectiveness across diverse socioeconomic contexts and in both urban and rural settings.

Becoming a Man offers a specialized intervention with strong evidence for a specific at-risk

population.

Implementation Context Considerations

The implementation context significantly impacts program effectiveness. Programs like Second

Step and RULER are primarily classroom-based, requiring teacher training and integration into

instructional time. In contrast, Positive Action and Lions Quest offer more comprehensive

school-wide approaches that may require greater institutional commitment but potentially yield

broader impacts.

Family and community components appear in several programs, including PATHS, Positive

Action, and Lions Quest. These components extend SEL beyond school walls, reinforcing skills

in multiple contexts. For districts seeking to engage families and communities in SEL efforts,

these programs offer structured approaches for doing so.

Conclusion

Based on this comprehensive analysis of evidence-based SEL programs, a strategic district-wide

implementation approach would integrate developmentally appropriate programs across all

educational stages. At the preschool level, Second Step Early Learning or PATHS demonstrates

robust effectiveness in establishing foundational social-emotional skills essential for early

development. As students progress to elementary education, RULER or PATHS provide

valuable continuity and age-appropriate skill development, with PATHS offering particular

advantages for districts seeking consistency across early childhood and elementary
programming. For middle school implementation, Lions Quest or Positive Action address the

unique challenges of early adolescence through comprehensive approaches targeting all five SEL

competencies, with Positive Action particularly beneficial for maintaining continuity from

elementary programming. At the high school level, BARR or School-Connect offer

developmentally responsive approaches that respect adolescent autonomy while fostering critical

school connectedness and relationship skills.

This developmentally sequenced implementation strategy ensures continuity of skill

development while addressing the specific social-emotional needs characteristic of each

educational stage. For targeted interventions addressing specific population needs, Becoming a

Man offers a research-validated approach for supporting at-risk male students in middle and high

school settings, with demonstrated effectiveness in reducing risk behaviors and enhancing school

engagement. The effectiveness of any comprehensive SEL approach ultimately depends on

thoughtful integration within a broader CASEL framework, positioning social-emotional

learning not as an isolated initiative but as an integral component of school culture, academic

instruction, and community engagement. This integrated approach ensures that SEL becomes

woven into the fabric of students' educational experience, reinforced across contexts and

sustained throughout their developmental journey.

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