The research shows that how students learn has a big impact on what they retain and apply, so our curriculum includes research-based learning practices like cooperative learning, direct instruction, providing scaffolding, and active engagement. These approaches support deeper understanding, greater retention and generalization, and a more positive learning experience overall.

• Butler, K. (2020). The value of direct instruction for at-risk students. Journal of Education & Development

• Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education

• Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2014). A Brief Review of Effective Teaching Practices That Maximize Student Engagement. Preventing School Failure: Alternative Education for Children and Youth

• Maemunah, M., Shobri, A., Mahfud, M., & Amer, M. A. B. (2025). The effect of active learning methods on motivation and learning achievement of elementary school students. INJOSEDU: International Journal of Social and Education

• Campbell, D. W., Eaton, W. O., & McKeen, N. A. (2002). Motor activity level and behavioural control in young children. International Journal of Behavioral Development

• Qayyum, A., & Hussain, S. (2019). Effect of Scaffolding on Social and Emotional Learning (SEL) of Elementary School Students. Journal of Social Sciences & Humanities

The research shows that certain interventions, strategies, and techniques are especially effective when working with children, so our resource development is informed by well-established approaches like cognitive-behavioral and solution-focused techniques, as well as strategies that have been shown to support specific concerns such as anxiety, anger, and grief.

• Franklin, C., Biever, J., Moore, K., Clemons, D., & Scamardo, M. (2001). The Effectiveness of Solution-Focused Therapy With Children in a School Setting. Research on Social Work Practice

• Manassis, K., Wilansky-Traynor, P., Farzan, N., Kleiman, V., Parker, K., & Sanford, M. (2010). The feelings club: randomized controlled evaluation of school-based CBT for anxious or depressive symptoms. Depression and Anxiety

• Flook, L et al. (2010) Effects of Mindful Awareness Practices on Executive Functions in Elementary School Children, Journal of Applied School Psychology

• Sukhodolsky, D.G, Kassinove, H., & Gorman, B.S. (2004) Cognitive-behavioral therapy for anger in children and adolescents: a meta-analysis. Aggression and Violent Behavior

• Cohen, J. & Mannarino, A. (2011). Supporting children with traumatic grief: What educators need to know. School Psychology International, 32(2), 117-131.

• Wyman, P. A., Cross, W., Hendricks Brown, C., Yu, Q., Tu, X., Eberly, S., & Schmeelk-Cone, K. (2010). Intervention to strengthen emotional self-regulation in children with emerging mental health problems: Proximal impact on school behavior. Journal of Abnormal Child Psychology

The research shows that explicitly teaching social-emotional skills supports student success in and out of the classroom, so we design resources that help students build key skills like identifying and expressing emotions, self-regulation, problem solving, and conflict resolution.

• Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). Enhancing students’ social and emotional learning promotes success in school: A meta-analysis. Child Development

• Iakab, A., & Iovu, M.-B. (2020). Conflict mediation between elementary school children. Journal Plus Education

• Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning. Emotion

• Lane, K., Menzies, H., Barton-Arwood, S., Doukas, G., & Munton, S. (2005). Designing, Implementing, and Evaluating Social Skills Interventions for Elementary Students: Step-by-Step Procedures Based on Actual School-Based Investigations. Preventing School Failure 

• Sung, Yubin & Chang, Mido. (2010). Which Social Skills Predict Academic Performance of Elementary School Students?. Journal of Educational Psychology

• Trentacosta, C. J., & Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development

The research shows that effective school counseling programs are intentional, data-informed, and aligned with systems of support, so our curriculum is created to support programming and counselor effectiveness, including MTSS alignment, teacher and caregiver collaboration, and tools for tracking student progress.

• Young, A., & Kaffenberger, C. (2015). Assessing the Use of Data to Inform School Counseling Services. Professional School Counseling
• Whiston, S. C., & Quinby, R. F. (2009). Review of school counseling outcome research. Psychology in the Schools
• Perera-Diltz, D. M., & Mason, K. L. (2012). Four Perspectives of School Counselor Involvement with Families. Journal of School Counseling
• Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016). Integrating a multi-tiered system of supports with comprehensive school counseling programs. The Professional Counselor
• Heck, O. C., Komer, J., & Ormiston, H. E. (2022). Incorporating student self-report for progress monitoring: Tapping into their expertise. Communiqué
• Conijn, Judith & Smits, Niels & Hartman, Esther. (2020). Determining at What Age Children Provide Sound Self-Reports: An Illustration of the Validity-Index Approach. Assessment