Summary
Merrell’s Strong Kids provides a lesson-based approach to SEL. It includes programming for grades K-12 and demonstrates evidence of effectiveness in grades 1-6. Translated materials for Merrell’s Strong Kids are available in Korean.
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), Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home
Language
English, Additional Languages
Cost
Pricing available through provider
# Lessons
12
Program Design
Tier 1 (Universal)
Technology Requirements
Unspecified
Staffing Requirements
Unspecified
Professional Development
Onsite in-person, Virtual
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 (QE) evaluation published in 2010 supported the effectiveness of Merrell’s Strong Kids Program for elementary school students. This evaluation included 106 grade 3 and 4 students in the Pacific Northwest U.S. (79% white, 10% Hispanic/Latinx). This evaluation found students who participated in the program increased in self-reported knowledge and use of social and emotional learning skills and positive coping skills (i.e., seeking social support, problem solving) compared to students in the control group (outcomes were collected approximately six months after pretest). These improvements persisted in a follow up assessment (two months after posttest).
Results from a QE published in 2014 supported the effectiveness of Merrell’s Strong Kids Program for elementary school students. This evaluation included 614 grade K through 6 students enrolled in suburban, Title 1 schools in the U.S. West region (57% Latinx, 40% white; 82% of students qualified for free or reduced-price lunch (FRPL)). This evaluation found grade 1 through 6 students who participated in the program experienced a decrease in teacher-reported internalizing behaviors (e.g., loneliness, depressive symptoms) compared to students in the comparison group (outcomes reported 17 weeks after baseline).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Harlacher, J. E., & Merrell, K. W. (2010). Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-up Effect of Strong Kids on Social and Emotional Outcomes. Journal of Applied School Psychology, 26(3), 212-229.
Kramer, T. J., Calderella, P., Young, K. R., Fischer, L., & Warren, J.S. (2014). Implementing Strong Kids School-Wide to Reduce Internalizing and Increase Prosocial Behaviors. Education & Treatment of Children, 37(4), 659-880.