Summary
PBLWorks, offered by The Buck Institute for Education, provides a teaching practices approach to SEL. It includes programming for grades 6-12 and demonstrates evidence of effectiveness at grade 12.
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)
Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home, Community
Language
English
Cost
Pricing available through 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, Virtual, Offsite
Outcomes
Advocate for reducing stigma associated with emotional and mental and behavioral health
Compare & contrast emotional, mental-behavioral illness, mental well-being and concurrent disorders
Decreased suicidal behavior
Describe how self-harm or suicide impacts other people
Describe laws related to minors accessing mental health care
Explain how to help someone who is thinking about attempting suicide
Identify school and community resources that can help a person with emotional, mental and behavioral health concerns
Improved Academic Performance
Improved attitude/behavior related to suicide
Improved identification of individuals at-risk for suicide
Improved Identity Development/ Agency
Improved Prosocial Behavior
Improved School Climate
Improved School Connectedness
Improved SEL Skills and Attitudes
Improved Teaching Practices
Increased help-seeking behavior
Reduced Emotional Distress
Reduced Problem Behavior
Evidence of Effectiveness
Results of a randomized controlled trial evaluation conducted in the 2007-2008 academic year (published in 2010) supported the effectiveness of PBLWorks or high school students. The evaluation included 3,752 grade 12 students (41% Latinx, 37% white; 40% of students at school eligible for free or reduced-price lunch (FRPL)). The evaluation found that students who received the program had significant increases in self-reported academic self-efficacy, as well as higher economic literacy test scores compared to control group students (outcomes reported 17 weeks after baseline while controlling for outcome pre-test).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Finkelstein, N., Hanson, T., Huang, C.-W., Hirschman, B., & Huang, M. (2010). Effects of Problem Based Economics on high school economics instruction. (NCEE 2010-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.