Program Description

"Caring School Community® is a comprehensive, evidence-based social and emotional learning (SEL) curriculum that builds school-wide community, develops students' social skills and SEL competencies, and enables a transformative stance on discipline. This CASEL SELect curriculum promotes positive behavior through direct teaching of responsibility, empathy, and cooperation, creating settings when students feel heard, known, and cared for. Students become intrinsically motivated to contribute productively to a community they feel invested in, and where they know they matter"

Cost

$200 for the Principal's Package (K-5 and 6-8 packages available); $350 for the Teacher's Package (Each grade sold separately)

Intended Population

• Core

Grade

• Elementary School
• Middle School

Intended Group Size

• Classroom

ELL/DLL

• None

Multisensory Applications

• Yes

Delivery Method

• Print-based delivery

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The results of three studies indicated that the Child Development Project, which the Caring School Community (CSC) was derived from, has potentially positive effects on behavior and no discernible effects on academic achievement. Although this research of the original program is promising, research on the modified version (CSC) is needed. While there is no peer reviewed evidence available for CSC, a couple third-party randomized trials and a dissertation suggest potential positive effects.

Study Citations

Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students' drug use and other problem behaviors. Journal of Primary Prevention, 21 (1), 75–99.

Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children's cognitive-social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10 (2), 147–169.

Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: Direct and mediated effects of the Child Development Project. Social Psychology of Education, 4(1), 3-51.

What Works Clearinghouse (WWC) Report

• No discernible effects
• Potentially positive effects

Evidence Base (ESSA)

• Qualifying studies found no significant positive outcomes

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://pg.casel.org/caring-school-community/