Summary
Tools of the Mind provides a teaching practices approach to SEL. It includes programming for grades Pre-K-K and demonstrates evidence of effectiveness in Pre-K-K. Translated materials for Tools of the Mind are available in Spanish.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5)
Setting
Classroom, Schoolwide, Home
Language
English, Spanish
Cost
For additional information please contact the provider
# Lessons
For additional information please contact the provider
Program Design
Tier 1 (Universal)
Technology Requirements
None Required
Staffing Requirements
No additional staffing required
Professional Development
Onsite In-Person, Virtual, Offsite, Train the Trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a randomized controlled trial (RCT) conducted in the 2002-2003 school year (published in 2008) supported the effectiveness of Tools of the Mind for preschool children. This evaluation included 210 Pre-K students in an urban elementary school in the Northeast U.S. (93% Hispanic; 80% free or reduced-price lunch (FRPL)). This evaluation found that students in classrooms who participated in the Tools of the Mind program had greater improvements in Spanish and English language development standardized scores and teacher-reported problem behaviors (i.e., externalizing and internalizing behaviors) compared to students in control classrooms (outcomes assessed six to eight months after baseline, after controlling for pretest outcomes).
Results from an RCT (published in 2014) supported the effectiveness of Tools of the Mind for early elementary school students. This evaluation included 759 kindergarten students enrolled in schools in the U.S. Northeast (5-92% of the student body eligible for FRPL at participating schools). The study found that students who participated in the program had significant improvements in mathematics academic ability, executive functioning, and working memory compared to students in the control group (outcomes reported approximately nine months after baseline, while controlling for outcome pretest). Students’ gains in mathematics abilities persisted into the fall of their 1st grade year (approximately three months after posttest).
Results from an RCT (published in 2018) supported the effectiveness of Tools of the Mind for early elementary school students. This evaluation included 715 kindergarten students enrolled in schools in the U.S. Northeast (73% white, 13% multi-racial; 50% of schools in the sample were classified medium- to high-poverty). This study found that students who participated in the program had significant reduction in teacher-reported aggression and conduct problems, as well as general problem behaviors compared to students in the control group (outcomes reported approximately nine months after baseline, while controlling for outcome pretest). Additionally, treatment students increased significantly in teacher-reported self-regulation, emotional regulation, and positive teacher-child relationships compared to students in the control group.
Published Studies
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLOS One, 9(11), 1-13.
Blair, C., McKinnon, R. D. & Daneri, M. P. (2018). Effect of the Tools of the Mind Kindergarten Program on children’s social and emotional development. Early Childhood Research Quarterly, 43, 52-61.
Barnett, W. S., Jung, K., Yarosz, D.J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008). Educational effects of the Tools of the Mind curriculum: A randomized trial. Early Childhood Research Quarterly, 23, 299-313.
Diamond, A., Lee, C., Senften, P., Lam, A., & Abbott, D. (2019). Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers. PloS one, 14(9), e0222447