Summary
Ready to Learn provides a lesson-based approach to SEL. It includes programming for grades Pre-K-1 and demonstrates evidence of effectiveness in Kindergarten. The Ready to Learn model is designed to be a school-wide SEL program by providing classroom lessons for each grade level. The model also features a parent education component.
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)
Pre-K, Elementary (K-5)
Setting
Classroom, Home
Language
English
Cost
$195
# Lessons
For additional information please contact the provider
Program Design
Tier 1 (Universal)
Technology Requirements
None Required
Staffing Requirements
No additional staffing required
Professional Development
Onsite in-person, Virtual, Train the Trainer
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 from a randomized controlled trial published in 2003 support the effectiveness of Ready to Learn for elementary students. The evaluation included 260 kindergarten students (predominantly white; middle class) in a suburban area in the U.S. Southeast. The evaluation found that the students who participated in the program achieved higher scores on a standardized test of listening comprehension compared to students in the comparison group (outcomes were reported one year after baseline while controlling for outcome pretest). Additionally, students who participated in the program performed better on a teacher-reported student ADHD-related behaviors over this same period.
Results from a QE conducted in the 2016-2017 academic year (unpublished report written in 2020, Kuba et al.) supported the effectiveness of Ready to Learn for elementary students. This evaluation included 297 kindergarten students (33% white, 32% Black/African American, 26% Latinx) enrolled in Title 1 public schools in the U.S. Southeast. The study found that kindergarten students who participated in the program had significant teacher-reported improvements in prosocial behaviors, as well as improvements in reading performance compared to students in the control group (outcomes reported a year after baseline while controlling for outcome pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Brigman, G. A., & Webb, L. D. (2003). Ready to Learn: Teaching Kindergarten Students School Success Skills. The Journal of Educational Research, 96(5), 286-292.
Kuba, S. P., Villares, E., Brigman, G., & Mariani, M. (n.d.). The Impact of the Ready to Learn Program on Kindergarteners’ Pro-Social and Self-Regulation Skills, Reading Performance, and Teachers’ Perceptions of Classroom Climate. Unpublished report.
Cohen, L., Bowers, H., Brigman, G., & Villares, E. (n.d.). The Impact of Ready to Learn on Prosocial Skills and Reading Skills of First Grade Students. Unpublished report.