Summary
Harmony supports SEL through implementation of the daily practices, as well as strategies that promote classroom and school-wide agreements, foster intentional relationships, and inclusive community. Lessons and activities include Home School Connections and Activities for families, while Harmony at Home, and the Harmony Game Room App support families.
Strategies supporting educational equity (CASEL)
Harmony SEL offers strategies for working with bias. This includes facilitation during initial training (and additional training modules) focusing on helping adults recognize and explore personal biases and developing critical consciousness as an asset to work against bias.
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
No cost
# Lessons
21
Program Design
Tier 1 (Universal)
Technology Requirements
Digital curriculum
Staffing Requirements
No additional staffing required
Professional Development
Onsite, 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 quasi-experimental evaluation conducted over the 2010-2012 school years (published in 2017) supported the effectiveness of Harmony SEL for elementary students. This evaluation included 627 students in grade 5 in a suburban school district, in a large metropolitan area in Southwest U.S. (56% white, 18% multiracial/other; median annual household income ranged from $90,000 to $99,000; 8% of students’ primary caregiver had a high school diploma or less). This evaluation found that students who participated in the program reported greater feelings of classroom identification and school liking, earned a higher overall grade point average (calculated by averaging report card grades on language, writing, math, science, and social studies), and engaged in fewer teacher-reported aggressive behaviors compared to students in the comparison group (outcomes reported were 26 weeks after baseline while controlling for outcome pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Miller, C. F., Kochel, K. P., Wheeler, L. A., Updegraff, K. A., Fabes, R. A., Martin, C. L., & Hanish, L. D. (2017). The efficacy of a relationship building intervention in 5th grade. Journal of School Psychology, 61, 75-88.