Summary
The 4Rs Program, offered by the Morningside Center for Teaching Social Responsibility, provides a lesson-based approach to SEL. It includes programming for grades Pre-K-8 and demonstrates evidence of effectiveness at grades 3 and 4. Translated materials are available in Spanish.
The 4Rs (for Reading, Writing, Respect, and Resolution) is a program intended to improve social emotional learning as well as literacy for students in grades K-5. It uses high-quality literature to help students gain skills such as handling anger, listening, assertiveness, and cooperation, among others. The 4Rs provides teachers with a literacy-based curriculum of 21-35 lessons based on social-emotional issues. Teachers follow lessons with units on skills highlighted in the readings. Teachers receive 25 hours of training plus extensive coaching.
Strategies supporting educational equity (CASEL)
The 4Rs program features strategies for working with bias. This includes opportunities during training for adult reflection and exploration around personal identity and how that impacts relationships with students.
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)
Setting
Classroom, Schoolwide, Home, Community
Language
English, Spanish
Cost
approx. $90/ student
# Lessons
21-35
Program Design
Tier 1 (Universal)
Technology Requirements
None Required
Staffing Requirements
No additional staffing required
Professional Development
25 hours of training, plus an average of 38 days per school of coaching
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 the first year of a 3-year randomized controlled trial (RCT) published in 2010 supported the effectiveness of the 4Rs Program for elementary school students. This evaluation included 942 students in grade 3 (46% Latinx, 41% Black/African American). This evaluation found students who participated in the program had lower self-reported depressive symptoms and hostile attribution bias compared to students in the control group (outcomes were assessed nine months after baseline while controlling for outcome pretest).
Results from an RCT published in 2011 supported the effectiveness of the 4Rs program for elementary school students. This evaluation included 1,184 students in grade 3 in 18 elementary schools (46% Latinx, 41% Black/African American; 31% of parents had less than a high school diploma or GED; and 62% of households were at or below 100% of the federal poverty level). This evaluation found that students in classrooms who participated in the program showed greater decreases in self-reported depressive symptoms and teacher-reported aggression compared to students in the control group (outcomes were collected at nine months, one year, and two years after pre-test). Additionally, students who participated in the program had greater teacher-reported improvements in prosocial behavior, as well as self-reported improvements in hostile attributional bias and aggressive interpersonal negotiation strategies (assessed via vignettes) compared to students in the control group.
Published Studies
Jones, S. M., Brown, J. L., Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82, 533-554
Jones, S. M., Brown, J. L., Hoglund, W., & Aber, J. L. (2010). A school-randomized clinical trial of an integrated social-emotional learning and literacy intervention: Impacts after one school year. Journal of Consulting and Clinical Psychology, 78, 829-842.