Summary
Promoting Alternative THinking Strategies (PATHS) provides a lesson-based approach to SEL. It includes programming for grades Pre-K-6 and demonstrates evidence of effectiveness in Pre-K and grade 1-3 students. Translated materials for PATHS are available in French and Spanish. Demonstrated evidence of effectiveness utilized the training and implementation support model offered by SEL Worldwide.
Strategies supporting educational equity (CASEL)
PATHS provides strategies for youth action projects. This includes student led community-focused activities and projects starting in grade 2.
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, Community
Language
English, Spanish, Additional Languages
Cost
Pricing available through provider
# Lessons
50-52
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, Virtual, 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 several randomized controlled trials (RCT) support the effectiveness of the PATHS program for diverse preschool and elementary school students at decreasing problem behaviors and emotional distress, as well as improving positive social behaviors, school climate, and academic behaviors. PATHS has also demonstrated effectiveness with students at risk for behavioral challenges.
Results from an RCT published in 1999 supported the effectiveness of PATHS with elementary students. This evaluation included 6,715 grade 1 students enrolled in urban, suburban, and rural schools in the U.S. Northeast, Southeast, and West regions (predominately Black and white students; 55% free or reduced-price lunch (FRPL) eligible). This evaluation found that students participating in the PATHS program demonstrated significant decreases in peer-nominations of aggressive and hyper-disruptive behaviors, as well as significant increases in observer-reported classroom climate compared to students in the control group (outcomes reported nine months after baseline while controlling for outcome pre-test and a host of relevant covariates).
Results from an RCT published in 2010 supported the longitudinal effectiveness of PATHS with elementary students. This evaluation included 2,937 grade 1-3 students enrolled in urban, suburban, and rural schools in the U.S. Northeast, Southeast, and West regions (predominately Black and white students; 57% FRPL eligible). This evaluation found that students participating in the PATHS program from grades 1 through 3 demonstrated significantly less teacher-reported aggression problem behaviors and significantly greater teacher-reported social competence and behavioral engagement compared to students in the control group (outcomes reported two years after baseline while controlling for outcome pre-test and a host of relevant covariates).
Results from an RCT published in 2007 supported the effectiveness of PATHS with preschool students. This evaluation included 201 preschool students enrolled in Head Start centers in the U.S. Northeast (47% Black/African American, 38% white, 10% Latinx). This evaluation found that students participating in the PATHS program demonstrated significant increases in emotional knowledge, teacher- and parent-reported social competence, as well as significant decreases in assessments of anger attributional bias and teacher-reported anxious and socially withdrawn behavior compared to students in the control group (outcomes reported nine months after baseline while controlling for outcome pre-test and a host of relevant covariates).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Domitrovich, C. E., Cortes, R., & Greenberg, M. T. (2007). Improving Young Children’s Social and Emotional Competence: A Randomized Trial of the Preschool PATHS Curriculum. The Journal of Primary Prevention, 28, 67-91.
Conduct Problems Prevention Research Group. (1999). Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology, 67(5), 648-657.
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., Pinderhughes, E., & Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78(2), 156-168.