Summary
The RULER Approach, offered by the Yale Center for Emotional Intelligence, provides an organizational approach to SEL. It includes programming for grades K-8 and demonstrates evidence of effectiveness in Pre-K and grades 5 and 6. Staff development resources, RULER tools, and high school curricular content is available in Spanish. All early childhood training, staff development, and classroom instruction content is available in Mandarin.
Strategies supporting educational equity (CASEL)
RULER Approach provides strategies for understanding context, working with bias, and customizing for context. This includes activities that focus on individual, cultural, social, and contextual differences in the experience and expression of emotions. Additionally, educators learn strategies to recognize the emotions of their students and adjust their instructional practices using mood-congruent instruction.
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), Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home
Language
Spanish, Additional Languages
Cost
For additional information please contact the provider
# Lessons
Varies by grade level; For additional information please contact the provider
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
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) and quasi-experimental (QE) evaluations supports the effectiveness of the RULER Approach for diverse preschool and elementary school students at decreasing problem behaviors, improving social behaviors, and increasing positive academic behaviors and performance.
Results from a QE conducted in the 2017-2018 school year supported the effectiveness RULER for preschool students. This evaluation included 1,051 pre-kindergarten students in 95 classrooms in the Northeast U.S. (53% Latinx, 22% white, 17% Black/African American; median family income at the poverty line). Students in classrooms who participated in the program had greater growth in pre-literacy scores skills compared to students in the control group (nine months after baseline, analyses controlled for outcome pretest and a host of relevant demographic covariates).
Results from a QE published in 2012 support the effectiveness of RULER for elementary school students. The evaluation included 273 students in grades 5 and 6 enrolled in 62 private, urban elementary schools in the Northeast U.S. (59% white, 22% Latinx, 10% Asian/Asian American; 7% eligible for free or reduced-price lunch (FRPL)). This evaluation found that students in classrooms who participated in the program had higher teacher-reported adaptability (i.e., social skills, leadership, study skills) and fewer teacher-reported school-based problem behaviors (e.g., attention and learning problems; outcomes reported seven months after baseline while taking into account outcome pretest). Additionally, students who participated in the program earned higher end-of-year English Language Arts (ELA) and ratings of social conduct compared to students in the comparison group.
Results from the first year of a RCT published in 2013 support the effectiveness of RULER for elementary school classrooms. This evaluation included 3,824 students in grades 5 and 6 enrolled in 62 private, urban elementary schools in the Northeast U.S. This evaluation found that grade 5 and 6 classrooms that participated in the program demonstrated greater observer-reported emotional support, which tapped into positive climate and regard for student perspectives, compared to control classrooms (outcomes were reported one year after baseline while controlling for outcome pretest). Additionally, teachers participating in the program self-reported more positive interactions with students and including greater student-student interaction opportunities in their teaching compared to control teachers.
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Bailey, C., Martinez, O., & DiDomizio, E. (n.d.) (under review). Social and Emotional Learning and Pre-Literacy Skills: A Quasi-Experimental Study of RULER.
Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER Feeling Words Curriculum. Learning and Individual Differences, 22(2), 218-224.
Rivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A. & Salovey, P. (2013). Improving the Social and Emotional Climate of Classrooms: A Clustered Randomized Controlled Trial Testing The RULER Approach. Prevention Science, 14, 77-87.
Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes. American Journal of Community Psychology, 51(3-4), 530-543.