Summary
City Year’s Whole Child Whole School Model provides an organizational approach to SEL. It offers programming for grades K-12 and demonstrates evidence of effectiveness at grades 3-9. This program is facilitated through AmeriCorps members.
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), High School (9-12)
Setting
Classroom
Language
English
Cost
Pricing available through provider
# Lessons
Unspecified
Program Design
Tier 1 (Universal)
Technology Requirements
Unspecified
Staffing Requirements
Facilitated through Americorps
Professional Development
None
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Results from a quasi-experimental evaluation conducted from 2010 to 2014 (unpublished report written in 2015) supported the effectiveness of City Year’s Whole School, Whole Child Model for elementary, middle school, and high school students in 22 US cities. This evaluation included 678 schools who enrolled students in grades 3 to 9 (88% economically disadvantaged; 19% English language learners). This evaluation found that elementary, middle school, and high school students who participated in the program achieved higher standardized test scores in mathematics (outcomes achieved one year after baseline). Elementary and high school students who participated in the program achieved higher standardized test scores in English/language arts compared to students in the comparison group (analyses did not account for outcome pre-test).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Meredith, J., & Anderson, L. M. (2015). Analysis of the Impacts of City Year’s Whole School Whole Child Model on Partner Schools’ Performance. Unpublished report.