Evidence Based SEL Research | BetterTogether3

Grounded in the Evidence Based SEL Research

bettertogether3 was developed with the most current research at the forefront. We are proud of the research and evidence behind our turnkey SEL program. We are especially proud of our commitment to CASEL’s newest priority of adult SEL- we put educators first!

Our Newest White Paper

Significant impact shown during the pandemic in all learning models

The study, which was performed over the course of the 2020-2021 school year, indicates significant gains in self-awareness, regulation, and social awareness for schools utilizing the bettertogether3 program.

Download the study

One of Many Examples of our Correlation Research

SEL and Healthy Relationships

When students feel they belong in school, they feel more engaged. When they feel connected to teachers, they are more likely to see them as models and accept feedback from them, which enables teachers to model social and emotional competencies and foster engagement in their students.

Osher, Weissberg et al.,2015
The Intersection of School Climate and Social and Emotional Development

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In a time of disconnect, bettertogether³
focuses on connection with others through lessons that strengthen student bonds with their peers, families and community. Evidence-based research shows when relationships are healthy:

  • Heightened engagement in learning,
  • Improved self-management
  • Increased trust with teachers
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These findings highlight the fact that we are neurobiologically wired for connection.

Schools that partner with bettertogether³ understand the importance of SEL curriculum that build psychological safety so students feel more connected.

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Research under review confirms that early adolescent students who reported significantly lower connectedness with teachers (in comparison to their peers) scored significantly lower on all adaptive indicators and significantly higher on maladaptive indicators in comparison to students who reported high and average levels of connectedness.

A Case for Responsive and Relevant SEL

Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects. Child Development, 88(4): 1156–1171.

Taylor, R.D., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017).

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SEL Approaches

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Short-Term Outcomes

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Behavioral/Academic Outcomes

Research: SEL Has Positive, Lasting Impact for K–12 Students

Read the meta-analysis conducted of 213 school-based, universal social-emotional learning (SEL) programs. Compared to students who didn’t participate in an SEL program, those who did showed significant improvements in social-emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point achievement gain.

Read the full report >

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Sequenced

Connected and coordinated activities to foster skills development

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Active

Engaging forms of learning to help students master new skills and attitudes

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Focused

A component that emphasizes developing personal and social skills

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Explicit

Targeting specific social and emotional skills

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