Summary
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 and 5 and demonstrates evidence of effectiveness in grades 4 and 5. Translated materials 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)
Elementary (K-5)
Setting
Classroom
Language
English
Cost
For additional information please contact the provider
# Lessons
26
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
For additional information please contact the provider
Professional Development
Onsite In-Person
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) (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 U.S. Southeast (54% white, 35% Black/African American; 79% of students qualified for free or reduced-price lunch (FRPL)). 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 six months after baseline).
Results from an RCT published in 2016 supported the effectiveness of Tools for Getting Along for elementary school students. This evaluation was a replication study of the 2012 study and included 1,843 grade 4 and 5 enrolled in schools in the U.S. Southeast (70% white, 30% Black/African American; 81% eligible for FRPL). The evaluation again found an increase in student self-reported social problem-solving skills compared to students in the comparison group (outcomes reported approximately six months after baseline).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
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.