Summary
Al’s Pals, offered by Wingspan Works, provides a lesson-based approach to SEL. It includes programming for grades Pre-K-3 and demonstrates evidence of effectiveness in Pre-K.
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, Schoolwide
Language
English
Cost
Pricing available through provider
# 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
On-site, 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 from a randomized controlled trial evaluation carried out in the 1996-1997 school year (published in 2004) supported the effectiveness of the Al’s Pals program for young students. This evaluation included 399 pre-kindergarten students enrolled in 33 Head Start classrooms in the U.S. Midwest (approximately 50% white, 25% Black/African American, 25% Other/Mixed race; 100% low income). This evaluation found that students receiving the program increased in teacher-reported social independence, as well as decreased in emotional distress (i.e., anxiety, somatic problems), attention problem behaviors, and social withdrawal problem behaviors compared to students in the control group (outcomes reported approximately seven months after pre-test while controlling for outcome pre-test). Additionally, students receiving the program experienced less attenuated inclines in teacher-reported explosive problem behaviors and antisocial behaviors compared to students in the control group.
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Lynch, K. B., Geller, S. R., & Schmidt, M. G. (2004). Multi-Year Evaluation of the Effectiveness of a Resilience-Based Prevention Program for Young Children. The Journal of Primary Prevention, 24, 335-353.