“Dr. Johnston-Jones and her team have brought a hands-on relational approach in teaching and training our staff in social and emotional learning. It has been our pleasure to work with them. They have exceeded our expectations and we feel like they have been our partners in delivering an outstanding staff development program that has benefited our school greatly. I highly recommend them.“ -Vincent E. Downey, Head of School, Calvary Christian
We are a 501c3 non-profit organization that supports schools to integrate social and emotional learning for authentic success.
Through the integration of social emotional learning, trauma Informed practices, and solution-focused discipline students can achieve their academic and social emotional potential as well as prevent trauma, bullying and substance abuse.
We have 4 types of in-school programs:
1. Our Whole School, Whole Child Program (Most popular)
2. Teacher and Administrator Training
- Incorporating teacher/staff professional development, parent education, and mental health resources
- Provides a scaffolding of trauma-informed education, school-based mental health, and social and emotional learning
- Customized to every school
2. Teacher and Administrator Training
- Teachers & staff trained evidence-based interpersonal neurobiology to help them teach without fear or shaming (this class mirrors the parent education so the primary adults in a child's life are on the same page)
- Principals and administrators trained to improve school culture, teacher support and leadership outcomes (this class mirrors the teacher training so the primary adults in a child's life are on the same page)
- Ongoing educator coaching throughout the year
3. Parent Education
- Weekly Parenting Classes in evidence-based interpersonal neurobiology to help prevent child abuse and neglect (this class mirrors the teacher and staff training so the primary adults in a child's life are on the same page)
- Monthly Parent Workshops on topics such as social media, bullying, and parenting by experts
4. In-School Resources
- Innovative Social and Emotional Learning curriculum integrating evidence-based psychology and neuroscience into education
- Social-Emotional Learning Specialists on site teaching skills, working in groups and individually as needed
- Mental health professionals on site teaching social and emotional skills, working in groups and individually as needed
Research on Student Outcomes:
○ Increases students’ motivation to learn (Wentzel, 1997)
○ Prevents and decreases bullying and teasing (Payton et. al, 2008)
○ Prevents and decreases student suicidal ideation, depression & drug use (Payton et. al, 2008)
○ Reduces disciplinary action (Payton et. al, 2008)
○ Increases students’ sense of connection to peers and school (Battistich & Horn, 1997l Goodenow, 1993; Resnick, et. al. 1997)
○ Develops important life skills and character building (Payton et. al, 2008)
○ Increases academic performance (Battistich & Horn, 1997l Goodenow, 1993; Resnick, et. al. 1997) ○ Reduces truancy (Battistich & Horn, 1997l Goodenow, 1993; Resnick, et. al. 1997)
Research on Family Outcomes:
○ Increases parent-child attachment and bonding
○ Decreases child abuse and creates family harmony and cooperation
○ Increases parent Involvement
○ Increases parent engagement in the school
○ Increases family happiness (Henderson & Mapp, 2002)
Research on School Outcomes:
○ Increases teachers ability to respond to classroom challenges ○ Increases teacher to teacher connections and strengthens school community
○ Creates cohesion between school and families
○ Reduces teachers’ stress and burn out
○ Creates a unified school culture of compassion (Royal & Rossi, 1997)
Are your educators trained in evidence-based social-emotional learning?
If not, they should be. Even the State of California has incorporated Social Emotional Learning into their California State educational guidelines calling it a "must have." California Superintendent of Public Instruction Tom Torlakson declared “Educators know, and the science confirms that learning is not only cognitive, but also social and emotional.” said Torlakson. Sacramento County Superintendent Dave Gordon adds,“we believe that to capture the minds of our students, we must first capture their hearts. Social and emotional learning is an essential part of a well-rounded, quality education in all youth settings.” There are many Social Emotional Learning programs out there, many of which are not tried and tested. Our Teacher Professional Development and Whole School, Whole Child program are evidence-based and teacher approved.
If not, they should be. Even the State of California has incorporated Social Emotional Learning into their California State educational guidelines calling it a "must have." California Superintendent of Public Instruction Tom Torlakson declared “Educators know, and the science confirms that learning is not only cognitive, but also social and emotional.” said Torlakson. Sacramento County Superintendent Dave Gordon adds,“we believe that to capture the minds of our students, we must first capture their hearts. Social and emotional learning is an essential part of a well-rounded, quality education in all youth settings.” There are many Social Emotional Learning programs out there, many of which are not tried and tested. Our Teacher Professional Development and Whole School, Whole Child program are evidence-based and teacher approved.
Maybe you'd like more support than just teacher professional development? In our Whole School, Whole Child Program, we provide Social Emotional Learning training to your teachers, and staff and also to your parent body. We have had tremendous success in helping increase parent participation. We can also provide you with Social Emotional Learning Specialists to work alongside your teachers so your teachers don't feel overwhelmed to provide the SEL education by themselves. As a non-profit, we subsidize the cost to make it accessible for schools to implement.
This innovative, research-based program consists of in-depth teacher/staff training and coaching, experiential parent education and having Social Emotional Learning Specialists on-site to work directly with students, parents and teachers.
This groundbreaking program is unique in its approach. Instead of viewing students who are having trouble in school as “acting out,” there is a paradigm shift in thinking that changes the perspective to “how can we help that student learn these social and emotional skills?” Working with the whole school (not just the students) is essential. Harvard Graduate School of Education states, "An effective social-emotional learning program has to be a whole-school initiative."1
One of the more innovative approaches that the students are voicing excitement about is the “Kids Teach Parents Assemblies” where students lead assemblies to teach parents and other students about the emotional intelligence and positive communication skills they are learning about.
The Whole School, Whole Child Program uses only evidence-based models including Positive Psychology, Positive Discipline, Transformational Education, Transformational Parenting, Trauma Informed Care, and Mindfulness. Research shows that not only does teaching these skills increase academics significantly, it also improves classroom behavior, increases students’ ability to manage stress and improves attitudes about themselves, others and school.2 The implementation of these models are shown to prevent bullying, reduce disciplinary action and truancy, while increasing students’ sense of connection to their peers and school. Lastly, employers are increasingly prioritizing social-emotional skills as essential for hiring; the Whole School, Whole Child Program prepares students for the critical thinking required for the future. 3
1 https://www.gse.harvard.edu/news/uk/16/07/what-makes-sel-work#.WveJqA0cy3Y.email
2 According to a 2011 meta-analysis of 213 studies involving more than 270,000 students, those who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement compared to students who did not participate in SEL programs. Compared to students who did not participate in SEL programs, students participating in SEL programs also showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school.” (https://casel.org/impact/)
3 "According to a 2013 survey of 704 employers conducted by The Chronicle of Higher Education and American Public Media’s Marketplace, half of those surveyed said they had trouble finding recent graduates to fill vacancies in their companies. Even though applicants had the technical prowess, they lacked the communication, adaptability, decision-making, and problem-solving skills needed to do the job.” (https://casel.org/impact/)
This innovative, research-based program consists of in-depth teacher/staff training and coaching, experiential parent education and having Social Emotional Learning Specialists on-site to work directly with students, parents and teachers.
This groundbreaking program is unique in its approach. Instead of viewing students who are having trouble in school as “acting out,” there is a paradigm shift in thinking that changes the perspective to “how can we help that student learn these social and emotional skills?” Working with the whole school (not just the students) is essential. Harvard Graduate School of Education states, "An effective social-emotional learning program has to be a whole-school initiative."1
One of the more innovative approaches that the students are voicing excitement about is the “Kids Teach Parents Assemblies” where students lead assemblies to teach parents and other students about the emotional intelligence and positive communication skills they are learning about.
The Whole School, Whole Child Program uses only evidence-based models including Positive Psychology, Positive Discipline, Transformational Education, Transformational Parenting, Trauma Informed Care, and Mindfulness. Research shows that not only does teaching these skills increase academics significantly, it also improves classroom behavior, increases students’ ability to manage stress and improves attitudes about themselves, others and school.2 The implementation of these models are shown to prevent bullying, reduce disciplinary action and truancy, while increasing students’ sense of connection to their peers and school. Lastly, employers are increasingly prioritizing social-emotional skills as essential for hiring; the Whole School, Whole Child Program prepares students for the critical thinking required for the future. 3
1 https://www.gse.harvard.edu/news/uk/16/07/what-makes-sel-work#.WveJqA0cy3Y.email
2 According to a 2011 meta-analysis of 213 studies involving more than 270,000 students, those who participated in evidence-based SEL programs showed an 11 percentile-point gain in academic achievement compared to students who did not participate in SEL programs. Compared to students who did not participate in SEL programs, students participating in SEL programs also showed improved classroom behavior, an increased ability to manage stress and depression, and better attitudes about themselves, others, and school.” (https://casel.org/impact/)
3 "According to a 2013 survey of 704 employers conducted by The Chronicle of Higher Education and American Public Media’s Marketplace, half of those surveyed said they had trouble finding recent graduates to fill vacancies in their companies. Even though applicants had the technical prowess, they lacked the communication, adaptability, decision-making, and problem-solving skills needed to do the job.” (https://casel.org/impact/)
Want this in your child's school? We can help make it happen. Contact us.
Why Superintendents Nationwide are Prioritizing Social Emotional Learning:
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Want this in your child's school? We can help make it happen. Contact us.
The Whole School, Whole Child Staff with Our Lady of Malibu Staff and Students
Simple and Affordable Solutions for Happier, More Successful Kids:
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