Posted under Cleveland Metro Schools, PATHS Curriculum, PATHS Training.

The April edition of Urban Educator features Cleveland Metro Schools and their focus on social and emotional learning through use of the PATHS® curriculum:

The Cleveland Metropolitan School District is taking disruption out of the classroom by teaching children to control their emotions, starting in the earliest grades.

Specifically, the article noted:

“Social and emotional learning is some- thing that has to be integrated into our normal routines,” said Denine Goolsby, executive director of the Humanware Department. 

And mentioned the system’s adoption of the PATHS® curriculum as a key to successful social and emotional learning:

In response to a shooting, “the district …  introduced the Promoting Alternative THinking Strategies, or PATHS, curriculum now taught in preschool through fifth grade. PATHS focuses on self-control, understanding emotions and developing positive self-esteem, relationships and problem-solving skills.”




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Posted under PATHS Curriculum, PATHS in Schools, PATHS Training, Social Emotional Learning.

From the Buffalo News:

Promoting Alternative Thinking Strategies is the program they use for social and emotional learning to teach students about coping with different feelings, conflict resolution and problem-solving.

These two, plus two counselors at the middle school, were hired using a nearly $1 million federal grant that lasts two more years.

“A major role for us is to just be preventative and to give the kids the skills they need now, but in the future, too,” O’Malley said. “There’s a need for them (counselors) at every income level.”

Read more about how the PATHS® curriculum is being used to make a difference.

Don’t forget to register for our upcoming conference in Chicago on May 5th and 6th.


For more on social emotional learning in schools, follow @PATHS4Kids


Posted under PATHS Curriculum, PATHS in Schools, PATHS Training, Social Emotional Learning.

A new meta-analysis featured on Robert Slavin’s blog noted that the PATHS® curriculum is among the interventions that improved academic outcomes.


Published in the Review of Educational Research, the study included 54 classroom management interventions in 47 studies published between 2003 and 2013. It included some interventions that had been evaluated several times (including Promoting Alternative Thinking Strategies (PATHS), the Good Behavior Game, and Zippy’s Friends). About three-quarters of the studies were carried out in the U.S., with the remainder in Europe and Canada.


Now is the time to learn more about impacting social and emotional learning and you can do just that at our conference in Chicago in May.


For more on social and emotional learning, follow @PATHS4Kids

Posted under PATHS Training, Social Emotional Learning.

We know social and emotional learning is important, but how can parents help their kids access emotional intelligence?

Denise Daniels offers a nice summary over at U.S. News:


EQ, or emotional intelligence, is the process by which children learn to recognize, understand and manage their emotions. Decades of research shows that children who learn EQ skills are more likely to do well in all aspects of life – an emotionally intelligent child will find it easier to demonstrate empathy, respect, tolerance and kindness, can make friends more easily and will be better problem solvers. And the ability to recognize emotions is a better predictor of success in first grade than economic or family background. Yet kindergarten teachers report that more than 30 percent of children entering their classrooms are emotionally unprepared, lacking the necessary EQ skills needed for school life.

Read more and learn about how you can help unlock your child’s emotional intelligence!


And don’t forgot our conference in Chicago in May!


For more on social and emotional learning, follow @PATHS4Kids

Posted under PATHS in Schools, PATHS Training, Social Emotional Learning.

EdWeek recently blogged about targeted interventions designed to improve classroom management and a meta-analysis that found that interventions targeting social and emotional learning, like PATHS®, are the most successful.

From EdWeek:


All in all, the meta-analysis found that interventions that included components to address student social-emotional development had a better chance at being considered effective than interventions without that aspect.

None of the other three focus areas appeared to offer a significant advantage over each other. And social-emotional interventions did seem to live up to their premise, generating improvement in students’ social-emotional outcomes.


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For more on social and emotional learning, follow us @PATHS4Kids

Posted under Mark Greenberg, PATHS in Schools, Social Emotional Learning.

The New York Times has a story about the growing use of social emotional learning techniques at the elementary school level.


The story quotes Mark Greenberg on the importance of social and emotional skills as they relate to both academic achievement and life success:

Feeling left out? Angry at your mom? Embarrassed to speak out loud during class? Proponents of S.E.L. say these feelings aren’t insignificant issues to be ignored in favor of the three R’s. Unless emotions are properly dealt with, they believe, children won’t be able to reach their full academic potential.

“It’s not just about how you feel, but how are you going to solve a problem, whether it’s an academic problem or a peer problem or a relationship problem with a parent,” said Mark T. Greenberg, a professor of human development and psychology at Pennsylvania State University.

Social and emotional skills have benefits beyond the classroom and school environment:

Dr.Greenberg, a co-author of the study, said he was surprised by how much social competence outweighed other variables like social class, early academic achievement and family circumstances when it came to predicting outcomes. “That tells us that the skills underlying what we’re testing — getting along with others, making friendships — really are master skills that affect all aspects of life.”


For more on the impact of social and emotional learning, follow @PATHS4Kids

Posted under healthy students and social emotional learning, Mark Greenberg, PATHS in Schools, Social Emotional Learning.

Mark Greenberg was on Wisconsin Public Radio recently to talk about the importance of social and emotional learning. Here’s a bit of what the interview covered:

What makes children develop into healthy adults? Understanding what those early characteristics are in children that lead to future outcomes is something that Kathleen’s guest has been looking for. 

Dr. Greenberg discusses a new study and shares important findings.


Listen here


For more on social and emotional learning and training in the PATHS® curriculum, follow @PATHS4Kids

Posted under PATHS in Schools.

Tom Vander Ark has the story of how the PATHS® curriculum is being used in the Evanston/Skokie school district. Paul Goren, the district Superintendent, puts it this way:

“Along with caring about academic development, I have always aspired to help students develop into good citizens, good problem solvers, and good decision makers. Further, I have also recognized the importance of helping students pay attention to conflict, its sources, and how to resolve it. I spent time working at the Collaborative for Academic, Social and Emotional Learning (CASEL), an organization that has taught me and many others an important lesson: that SEL competencies are teachable and can be part of the routines of any school or district.”

Read more about the use of Social Emotional Learning strategies in the Evanston/Skokie district.

For more on social emotional learning, follow @PATHS4Kids




Posted under PATHS in Schools.

The New York Times reports on the findings of a study that indicates the importance of social emotional learning to student success.

The story cites Mark Greenberg who notes:

“These early abilities, especially the ability to get along with others, are the abilities that make other kids like you, and make teachers like kids,” said Mark T. Greenberg, a professor of Human Development and Psychology at Penn State and a co-author of the study. “And when kids feel liked, they’re more likely to settle down and pay attention, and keep out of the principal’s office, and reap the benefits of being in a classroom. And this builds over time; it’s like a cascade. They become more bonded with peers and healthy adults and they become more bonded to school as an institution, and all those skills lead them, independent of their I.Q., to be less at risk for problems.”

It turns out, teaching social and emotional skills is among the most cost-effective interventions schools can use to improve student success:

Indeed, one of the most powerful and cost-effective interventions is to help children develop core social and emotional strengths like self-management, self-awareness and social awareness — strengths that are necessary for students to fully benefit from their education, and succeed in many other areas of life.

That claim is supported by evidence from Washington State which suggests that investment in Social Emotional Learning returns more than $15 in long-term benefits for every one dollar invested.

For more on the benefits of Social Emotional Learning, follow @PATHS4Kids