Summary
Too Good for Violence, offered by the Mendez Foundation, provides a lesson-based approach to SEL. It includes programming for grades K-8 and demonstrates evidence of effectiveness in grade 3. Translated materials for Too Good for Violence are available in Spanish.
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)
Setting
Classroom, Home, Community
Language
English, Spanish
Cost
For additional information please contact the provider
# Lessons
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, 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 randomized controlled trial published in 2005 supported the effectiveness of Too Good for Violence for elementary school students. This evaluation included 999 students in ten schools who were in grade 3 (44% white, 36% Latinx, 13% Black/African American; 54% of students eligible for free or reduced-price lunch (FRPL)) in an urban area in the Southeast. This evaluation found that students who participated in the program demonstrated increased prosocial behavior (teacher-reported) when compared to students in the comparison group (outcomes reported approximately seven weeks after baseline while controlling for outcome pretest). In addition, students who participated in the program also self-reported increased social and emotional competencies, and increased personal and social skills as reported by teachers. At follow-up (20 weeks after post-test, controlling for previous scores on outcome measures), students who participated in the program were more likely to have engaged in prosocial behavior (teacher-reported), more likely to have self-reported increased social and emotional competencies, and increased personal and social skills as reported by teachers.
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Hall, B. W., & Bacon, T. P. (2005). Building a Foundation Against Violence: Impact of a School-Based Prevention Program on Elementary Students. Journal of School Violence, 4(4), 63-83.