| A | B | C | D | E | F | G | H | I | ||
|---|---|---|---|---|---|---|---|---|---|---|
1 | Resource | Description | Category | Community Type | Age Range | Support Tier | Languages Available | Ethnicity | Direct Link | |
2 | Cognitive Behavioral Intervention for Trauma in Schools (CBITS) | The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program is a school-based, group and individual intervention. It is designed to reduce symptoms of post-traumatic stress disorder (PTSD), depression, and behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping skills. CBITS has been used with students from 5th grade through 12th grade who have witnessed or experienced traumatic life events such as community and school violence, accidents and injuries, physical abuse and domestic violence, and natural and man-made disasters. CBITS uses cognitive-behavioral techniques (e.g., psychoeducation, relaxation, social problem solving, cognitive restructuring, and exposure). | Groups, Mental Health, Violence Prevention | Urban | Elementary, Middle | Tier 1 | Arabic, English, Spanish | Not Specified / Any | https://cbitsprogram.org/ | |
3 | Signs of Suicide (SOS) | SOS Signs of Suicide is an evidence-based suicide prevention program. Its flagship program for middle and high school students has been shown in research to reduce suicide attempts by 64%. SOS programs teach students and adults to recognize warning signs of suicide and depression and how to respond if they are concerned about themselves or someone else. Programs are available for K-12 students, school faculty and staff, higher education campuses, mental health professionals, and high-risk industries. The organization is used by thousands of schools nationwide and also offers training, continuing education, and educational resources. | Mental Health, Suicide Prevention | Not Specified / Any | High, Middle | Not Specified / Any | English | Not Specified / Any | https://sossignsofsuicide.org/ | |
4 | PATHS (Promoting Alternative Thinking Strategies) | PATHS (Promoting Alternative Thinking Strategies) is an evidence-based social and emotional learning curriculum for students in Pre-K through Grade 5, developed to build emotional awareness, self-control, social problem-solving, and healthy peer relationships. The program has earned CASEL's SELect designation and is supported by numerous randomized controlled trials demonstrating improvements in student behavior, academic engagement, and classroom climate. Developmentally sequenced lesson packages are available for each grade level, and PATHS Education LLC provides professional development, coaching, and technical assistance to support implementation in schools, early childhood programs, and after-school settings. | Academic Support, Behavioral Health, Social-Emotional Learning | Rural, Suburban, Urban | Early Childhood, Elementary | Not Specified / Any | English, Spanish | Not Specified / Any | https://pathsprogram.com/ | |
5 | The Fourth R | The Fourth R Curriculum is an evidence-informed health and relationship-skills curriculum for grades 7–9 that promotes healthy relationships, communication skills, conflict resolution, and help-seeking. Research shows it can reduce dating violence involvement, improve relationship skills, and support positive social and emotional development, which are protective factors for youth mental wellbeing. Rated as Promising by CASEL;No Effects (overall) by CrimeSolutions due to mixed findings across behavioral outcomes. Not rated by the other registries. Centre for School Mental Health, Western University (Canada) | Bullying Prevention, Healthy Relationships, Substance Use Prevention, Violence Prevention | Rural, Urban | High | Not Specified / Any | English, French, Spanish | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://youthrelationships.org/ | |
6 | Reconnecting Youth | Reconnecting Youth is an organization that provides evidence-based prevention and intervention programs for youth and the adults who support them. Its flagship programs include Reconnecting Youth (RY), a peer group approach to building life skills for high school students at risk of school dropout, and CAST (Coping and Support Training), a small-group program focused on mood management, stress coping, and suicide risk reduction. Additional offerings include a Family Engagement program, programming for student athletes, and professional development workshops for educators and youth-serving professionals. The organization provides training, technical assistance, and implementation support to schools and agencies nationwide. | Dropout Prevention, Mental Health, Substance Use Prevention, Suicide Prevention | Urban | High | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | http://www.reconnectingyouth.com/ | |
7 | Red Flags | The first step in combatting any serious, debilitating, or deadly disorder is to take steps to prevent it. That means understanding what it looks like, what to do about it, and how to avoid getting sick in the first place. Red Flags is not just a program for schools. It is a proactive way of looking at mental health as a component of overall health and recognizing that mental health is an essential aspect of educational success. | Mental Health | Not Specified / Any | Not Specified / Any | Not Specified / Any | English, Spanish | Not Specified / Any | https://www.redflags.org/educators/mental-health-schools/ | |
8 | Red Light, Purple Light!: A Self-Regulation Intervention | Red Light, Purple Light! consists of circle time games played over an 8-week period and occurring twice per week during approximately 15 to 20-minute sessions that focus on improving three components of executive function: working memory, attentional shifting, and inhibitory control. These games allow children to practice self-regulation skills in group settings. | Behavioral Health, Training | Not Specified / Any | Early Childhood | Tier 1 | English | Not Specified / Any | https://health.oregonstate.edu/labs/kreadiness | |
9 | Region IV Western Educational Equity Assistance Center (WEEAC) | Western Educational Equity Assistance Center (WEEAC) at Metropolitan State University of Denver- We assist states, school districts, public schools (including charter and magnet schools), and Tribal Education Departments to plan and implement practices and policies that promote equity and high quality education for all students. We are one of four regional Equity Assistance Centers funded by the United States Department of Education under the Title IV of the Civil Rights Act of 1964. All centers provide training and technical assistance on educational issues related to race, sex, national origin, and religion. In addition, WEEAC has an emphasis on the prevention of bullying and harassment in schools. At the request of education agencies, we partner with them to find solutions to a variety of equity problems. Our work is directed to closing achievement gaps, promoting safe schools, and helping all students reach high standards. Our services are without charge or very low cost to requesting education agencies within Region IV. | Diversity, Equity, and Inclusion | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.msudenver.edu/weeac/ | |
10 | RENEW (Rehabilitation for Empowerment, Natural Supports, Education and Work) | RENEW (Resilience, Empowerment, and Natural supports for Education and Work) is a structured school-to-career planning and individualized wraparound process developed in 1996 by the Institute on Disability (IOD) at the University of New Hampshire. The model is designed for youth and young adults with emotional and behavioral challenges who are at risk of school dropout or disengagement. A trained RENEW Facilitator works one-on-one with each youth to map strengths, interests, and supports, set goals, build a personal support team, and develop a plan for the transition to post-secondary education, employment, and community life. Research has shown RENEW substantially increases high school completion, employment, and post-secondary participation rates. The program is delivered by schools, community mental health centers, and community-based providers and has been replicated in multiple states. | Academic Support, Behavioral Health, Dropout Prevention | Rural, Suburban, Urban | Adult, High | Tier 2, Tier 3 | English | Not Specified / Any | https://iod.unh.edu/renew | |
11 | Resolving Conflict Creatively Program | The Resolving Conflict Creatively Program includes sequenced, skill-building, classroom lessons (all titled Connected and Respected) designed to foster the creation of caring, peaceable school learning communities for prekindergarten through eighth grade. Lessons emphasize building relationships, understanding feelings, developing empathy, managing emotions, and developing social responsibility. The program offers 16 Connected and Respected lessons for each grade to be implemented in workshop format. This facilitative approach includes a gathering, review of agenda, main activities and discussion, summary, and closing activities. Each lesson also includes suggestions for extension activities, infusion ideas, and connections to literature. In addition to the classroom lessons, the program includes a peer mediation and family component that are central to program implementation. A goal of the Resolving Conflict Creatively program is to address stereotyping and reduce racial/ethnic/gender put-downs in the classroom. A checklist is provided for each grade level to assist in addressing this. Initial training for the program typically lasts 24-30 hours and is required. The Resolving Conflict Creatively program offers a train-the-trainer system to support sustainability. | Diversity, Equity, and Inclusion, Social-Emotional Learning | Urban | Early Childhood, Elementary, Middle | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.morningsidecenter.org/ | |
12 | Respectful Ways | The Respectful Ways social-emotional learning and Professional Development training program is a cutting-edge, online curriculum designed to instill core values and emotional intelligence to three different grade groups, PreK-2, 3-5 and 6-12. | Social-Emotional Learning | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://respectfulways.com/ | |
13 | Responding in Peaceful and Positive Ways (RIPP) | Responding in Peaceful and Positive Ways (RIPP) is designed to provide conflict-resolution strategies and skills to sixth-, seventh-, and eighth-grade students in middle and junior high schools. The goals of RIPP are to reduce aggressive behavior and violence in school-aged youth, and to intervene with young children to help them avoid potential violence in adolescence. | Behavioral Health, Violence Prevention | Not Specified / Any | Middle | Not Specified / Any | English | Not Specified / Any | https://www.amazon.com/Promoting-Non-Violence-Early-Adolescence-Responding/dp/0306463865 | |
14 | RESPONSE | RESPONSE is a comprehensive high school-based program that increases awareness about suicide among high school staff, students and parents. All program components are designed to heighten sensitivity to depression and suicidal ideation, increase identification, and facilitate referral. RESPONSE emphasizes protocols for supporting students who experience suicide risk. The program aims to increase knowledge and skills around help-seeking and school crisis support. | Suicide Prevention | Not Specified / Any | High | Not Specified / Any | English | Not Specified / Any | https://www.sprc.org/resources-programs/response-comprehensive-high-school-based-suicide-awareness-program-2nd-edition | |
15 | Responsive Classroom | Responsive Classroom is an evidence-based approach to teaching and classroom management for educators in pre-K through high school. The approach focuses on creating safe, engaging, and joyful learning environments by integrating social-emotional learning with academic instruction. Core practices include Morning Meeting for elementary classrooms and Responsive Advisory Meeting for secondary settings, along with strategies for teacher language, proactive discipline, and community building. Responsive Classroom offers professional development through on-site training, in-person and virtual workshops, summer institutes, and a bookstore of practitioner-authored resources. | Academic Support, Social-Emotional Learning | Rural, Suburban, Urban | Early Childhood, Elementary | Tier 1 | English | Not Specified / Any | https://www.responsiveclassroom.org/ | |
16 | Ripple Effects | Ripple Effects is a digital suite of evidence-based SEL and prevention programs for students in Pre-K through grade 12. The platform uses an adaptive, personalized approach to help students build social-emotional skills, resilience, and problem-solving abilities across universal, targeted, and intensive tiers. Programs are used in more than 4,000 schools across all 50 states and in 10 of the 12 largest school districts in the country. The platform also includes tools for educators and family engagement resources, with implementation support and professional development available. | Behavioral Health, Dropout Prevention, Mental Health | Inner City, Rural, Suburban, Tribal, Urban | Adult, Elementary, High, Middle | Tier 1, Tier 2, Tier 3 | English, Spanish | Not Specified / Any | https://rippleeffects.com/ | |
17 | Roots of Empathy | Roots of Empathy is an international, evidence-based classroom program for students in kindergarten through grade 8. The program centers on visits from a neighborhood parent and infant throughout the school year, guided by a trained instructor. Students observe and discuss the baby's development and emotions, building emotional literacy, perspective-taking skills, and empathy. The curriculum spans 27 sessions across nine themes and is designed to reduce aggression and support inclusion and healthy relationships. The program operates in Canada, the United States, and several other countries. | Social-Emotional Learning | Inner City, Rural, Suburban | Early Childhood | Tier 1 | English | Not Specified / Any | https://us.rootsofempathy.org/ | |
18 | RULER Approach | The RULER Approach to Social and Emotional Learning is a school-wide approach designed for use in kindergarten through eighth grade to promote emotional literacy, which includes Recognizing, Understanding, Labeling, Expressing, and Regulating emotions (the “RULER” skills). RULER implementation involves systematic professional development for the adults involved in the education of children (school leaders, teachers, support staff, and families) so that emotions become central to learning, teaching, and parenting. In the first year, teachers learn and then teach the “anchors” of emotional literacy: four tools that were designed to help both adults and students to develop their RULER skills, self- and social awareness, empathy, and perspective-taking ability, as well as to foster a healthy emotional climate. Subsequently teachers learn how to integrate the approach into their standard curriculum and experience The Feeling Words Curriculum, a language-based emotional literacy program for students. In addition, RULER has an interactive training program designed to provide adult family members with strategies for extending and promoting social and emotional development at home. Initial training for RULER typically lasts at least two days and is required. RULER offers a train-the-trainer system to support sustainability. | Social-Emotional Learning | Not Specified / Any | Elementary, Middle | Not Specified / Any | English | Not Specified / Any | https://www.rulerapproach.org/ | |
19 | Safe Dates | Safe Dates (Third Edition) is an evidence-based teen dating violence prevention curriculum published by Hazelden Betty Ford and developed by Vangie Foshee, Ph.D. and Stacey Langwick, Ph.D. The program helps preteens and teens recognize the difference between healthy and abusive relationships and build the skills needed to foster positive connections. The updated third edition includes current statistics, content on technology-facilitated dating abuse, a family engagement component, and all materials on USB. Training for facilitators is available, and a Spanish-language version is also offered. | Healthy Relationships, Violence Prevention | Rural | High, Middle | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.hazelden.org/web/public/safedates.page | |
20 | Safe2Tell, Prevention Initiative and Anonymous Reporting Tool | The mission of Safe2Tell is to ensure that every Colorado student, parent, teacher and community member has access to a safe and anonymous way to report any concerns to their safety or the safety of others, with a focus on early intervention and prevention through awareness and education. They provide a 24-hour reporting line at 1-877-542-SAFE (7233) as well as an online reporting option at http://safe2tell.org/ or you may download the Safe2Tell app on the Apple App Store for iPhone/iPads and Google Play for Android devices.Safe2Tell provides a unique train-the-trainer program for teachers, School Resource Officers, Counselors and Administrators that offers classroom resources that are adaptable and flexible to fit diverse learning environments. | Services, Violence Prevention | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://www.safe2tell.org/ | |
21 | safeTALK | safeTALK, about three hours in duration, is a training that prepares anyone over the age of 15 to identify persons with thoughts of suicide and connect them to suicide first aid resources. Most people with thoughts of suicide invite help to stay safe. Alert helpers know how to use these opportunities to support that desire for safety. As a safeTALK-trained suicide alert helper, you will be better able to: <ul> <li>move beyond common tendencies to miss, dismiss or avoid suicide;</li> <li>identify people who have thoughts of suicide;</li> <li>apply the TALK steps (Tell, Ask, Listen and KeepSafe) to connect a person withsuicide thoughts to suicide first aid, and intervention caregivers.</li> </ul> | Mental Health, Suicide Prevention, Training | Not Specified / Any | Adult, High | Not Specified / Any | English | Not Specified / Any | https://www.livingworks.net/ | |
22 | School-wide Positive Behavioral Interventions and Supports (SWPBIS) | The Center on Positive Behavioral Interventions and Supports (PBIS) is a federally funded technical assistance center that supports schools and districts in implementing the PBIS framework. School-wide PBIS is a multi-tiered framework built around four core features — outcomes, practices, systems, and data — to improve social, emotional, behavioral, and academic outcomes for all students. Supports are organized across three tiers: universal (Tier 1) for all students, targeted (Tier 2) for students needing additional support, and intensive/individualized (Tier 3) for students with the highest needs. Research links school-wide PBIS implementation to reduced discipline referrals and suspensions, improved academic performance, reduced bullying, and improved school climate. The pbis.org website provides tools, publications, training resources, and state coordinator contacts to support implementation. | Behavioral Health | Rural, Urban | Not Specified / Any | Tier 1, Tier 2, Tier 3 | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.pbis.org/topics/school-wide | |
23 | Screenagers | Are you watching kids scroll through life, with their rapid-fire thumbs and a six-second attention span? Physician and filmmaker Delaney Ruston saw that with her own kids and learned that the average kid spends 6.5 hours a day looking at screens. She wondered about the impact of all this time and about the friction occurring in homes and schools around negotiating screen time—friction she knew all too well. In SCREENAGERS, as with her award-winning documentaries on mental health, Delaney takes a deeply personal approach as she probes into the vulnerable corners of family life, including her own, to explore struggles over social media, video games, academics and internet addiction. Through poignant, and unexpectedly funny stories, along with surprising insights from authors, psychologists, and brain scientists, SCREENAGERS reveals how tech time impacts kids’ development and offers solutions on how adults can empower kids to best navigate the digital world and find balance. | Mental Health | Not Specified / Any | High, Middle | Not Specified / Any | English | Not Specified / Any | https://www.screenagersmovie.com/ | |
24 | Second Step | Second Step is a classroom-based social skills program for students in preschool through junior high (ages 4–14 years), with a distinct curriculum for each grade. It is designed to reduce impulsive, high-risk, and aggressive behaviors and increase children’s social competence and other protective factors. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing research. It is intended to teach children to identify and understand their own and others’ emotions, choose positive goals, and successfully manage reactions when emotionally aroused. | Behavioral Health, Social-Emotional Learning | Not Specified / Any | Not Specified / Any | Not Specified / Any | English, Spanish | Not Specified / Any | https://www.secondstep.org/ | |
25 | Second Step: Student Success Through Prevention for Middle School | Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program is a universal, school-based social-emotional learning program aimed at reducing violence and encouraging academic success among students. SS-SSTP also indirectly addresses school violence by including lessons related to bullying. | Academic Support, Bullying Prevention, Mental Health, Social-Emotional Learning, Violence Prevention | Rural, Suburban, Urban | Middle | Not Specified / Any | English, Spanish | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.secondstep.org/ | |
26 | Smart and Good School Resources | Smart & Good High Schools is a 2-year study describing 100 promising practices drawn from 24 diverse, award-winning high schools. It provides the theory, research, and practical strategies that serve as the foundation for the Smart & Good Schools approach now being used by elementary, middle, and high schools. | Mental Health | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://www2.cortland.edu/centers/character/resources/SandG/index.dot | |
27 | Social Decision Making/Problem Solving (SDM/PS) | The Social Decision Making/Problem Solving (SDM/PS) Program is an evidence-based SEL program developed through Rutgers University Behavioral Health Care. The program teaches students self-control, social awareness, and decision-making skills as a means of promoting mental health and preventing problems including bullying, substance abuse, violence, and academic failure. It is designed to be implemented by educators, parents, and human service workers who are trained to facilitate the program's skills. SDM/PS was recognized as one of the top 23 evidence-based SEL programs in the country in the 2013 CASEL Guide and offers training, consultation, and technical assistance to schools and communities. | Academic Support, Social-Emotional Learning | Suburban | Elementary, Middle | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://ubhc.rutgers.edu/x236.xml | |
28 | Social Skills Training | Social skills training (SST) is a type of behavioral therapy used to improve social skills in people with mental disorders or developmental disabilities. SST may be used by teachers, therapists, or other professionals to help those with anxiety disorders, mood disorders, personality disorders, and other diagnoses. It is delivered either individually or in a group format, usually once or twice a week, and is often used as one component of a combined treatment program. | Behavioral Health, Mental Health, Training | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.verywellmind.com/social-skills-4157216 | |
29 | Sources of Strength | The Sources of Strength program is a universal, school-based program that is designed to change the norms and behaviors surrounding suicide within a school community and increase social support and connectedness among students, including suicidal students. Sources of Strength aims to build socioecological-protective influences across the entire student population, to reduce the likelihood that vulnerable high school students will become suicidal. The program focuses on changing the norms and behaviors of students through youth opinion leaders. Youth opinion leaders are trained by certified trainers and supported (by adult advisors) in preparing and conducting suicide prevention-messaging activities. The activities are designed to change unhealthy norms around help seeking and trust towards adults, encouraging students to connect suicidal friends with a trusted adult (thereby reducing implicit acceptability of suicide in response to distress and increasing the acceptability of seeking help); improve communication between students and adults; and promote the use interpersonal and formal coping resources. | Mental Health, Suicide Prevention | Rural, Tribal | Elementary, High, Middle | Not Specified / Any | English | African American/Black, Hispanic/Latino, Other, White | https://sourcesofstrength.org/ | |
30 | SPORT Prevention Plus Wellness | SPORT Prevention Plus Wellness is a health promotion program for high school adolescents to improve their physical fitness, nutrition, and sleep habits, and avoid alcohol, tobacco and drug use. SPORT content highlights the positive image benefits of an active lifestyle by showing youth as active and fit, and emphasizes substance abuse as counterproductive to achieving positive image and behavior goals. The program consists of an in-person health behavior screen, a one-on-one consultation with the teens, a take-home fitness prescription targeting adolescent health promoting behaviors and alcohol use along with its risk and protective factors, and a flyer reinforcing key content of the consultation mailed to the home. The brief seven-item Health and Fitness Screen provides tailored feedback on six health behavior related areas, and is administered to participants individually during regularly scheduled school hours just prior to implementing the fitness consultation. SPORT fitness consultations are administered using a standardized protocol designed to provide tailored, scripted communications by trained fitness specialists (nurses and certified health specialists) to adolescents one-on-one. At the conclusion of the personal consultation, a take-home fitness prescription is provided recommending the adolescent set goals in the areas of sleep, nutrition, physical activity, and alcohol. Lastly, a one-page flyer is mailed to participants one week after the implementation of the fitness consultations, reinforcing prevention messages provided during the consultation. Although materials developed by the program designer are available in a group and a one-on-one format, as well as a parent-implemented kit, only the one-on-one version is certified by Blueprints as it is the version that was used in the evaluation that met Blueprints quality standards. | Behavioral Health, Substance Use Prevention | Not Specified / Any | High | Tier 1 | English | Not Specified / Any | https://preventionpluswellness.com/ | |
31 | STATE PERFORMANCE & BEST PRACTICES for the Prevention and Reduction of Underage Drinking | The State Performance and Best Practices is required by the Sober Truth on Preventing (STOP) Underage Drinking Act (Pub. L. 109-422), which was enacted by Congress in 2006 and reauthorized in December 2016 as part of the 21st Century Cures Act (Pub. L. 114-255). The STOP Act directs the Secretary of the Department of Health and Human Services (HHS), working with the Interagency Coordinating Committee on the Prevention of Underage Drinking (ICCPUD), to develop a set of performance measures for evaluating the states’ use of best practices in preventing underage drinking, and to consider a set of enumerated categories in doing so. The STOP Act also requires an annual report on each state's performance in enacting, enforcing, and creating laws, regulations, and programs to prevent or reduce underage drinking. | Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.stopalcoholabuse.gov/media/ReportToCongress/2018/report_main/State_Performance_Best_Practices.pdf | |
32 | Steps to Respect | Steps to Respect® is a research-based, comprehensive bullying prevention program developed for grades 3 through 6 by Committee for Children, a nonprofit organization dedicated to improving children’s lives through effective social and emotional learning programs. The program is designed to decrease school bullying problems by 1) increasing staff awareness and responsiveness, 2) fostering socially responsible beliefs, and 3) teaching social–emotional skills to counter bullying and to promote healthy relationships. The program also aims to promote skills (e.g., joining groups, resolving conflict) associated with general social competence. In sum, the program is designed to promote a safe school environment to counter the detrimental social effects of bullying. | Behavioral Health, Bullying Prevention, Social-Emotional Learning | Rural, Suburban, Urban | Elementary | Tier 1 | English | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, White | https://www.cfchildren.org/ | |
33 | Stop Underage Drinking | A federal interagency initiative that provides information on underage drinking, such as data and statistics; resources for parents, youth, educators, community organizations and businesses; and more. | Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.stopalcoholabuse.gov/ | |
34 | Strategies to Improve Mental Health Care for Children and Adolescents | This report is based on research conducted by the RTI International–University of North Carolina Evidence-based Practice Center (EPC) under contract to the Agency for Healthcare Research and Quality (AHRQ), Rockville, MD (Contract No. 290-2012-00008-I). The findings and conclusions in this document are those of the authors, who are responsible for its contents; the findings and conclusions do not necessarily represent the views of AHRQ. Therefore, no statement in this report should be construed as an official position of AHRQ or of the U.S. Department of Health and Human Services. | Mental Health | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://effectivehealthcare.ahrq.gov/products/mental-health-children/research | |
35 | Strengthening Families Program | The Strengthening Families Program (SFP) is an evidence-based family skills training program developed by Dr. Karol Kumpfer in 1982. Designed for both high-risk and general population families, the program teaches parenting skills alongside youth life and refusal skills through a combination of separate parent and youth sessions followed by joint family practice. SFP is available in versions for families with children from birth through age 17 and has been evaluated through randomized controlled trials in nine countries. Research consistently shows reductions in youth substance use, depression, and aggression, along with improvements in family bonding, communication, and parenting skills. The program is recognized by SAMHSA, NIDA, OJJDP, and other national and international review bodies, and is used in all 50 U.S. states and 36 countries. | Behavioral Health, Family-Focused Program | Inner City, Rural, Suburban, Tribal, Urban | Elementary | Tier 1 | English | Not Specified / Any | https://strengtheningfamiliesprogram.org/ | |
36 | Student Success Skills | Student Success Skills is a skills promotion program that uses teaching practices and free-standing SEL lessons to support social and emotional learning. It is designed to be implemented in a regular class where the teacher or school counselor delivers five lessons that provide students with strategies for (1) setting goals, monitoring progress, and sharing success; (2) building a caring, supportive, and encouraging environment; (3) developing and practicing memory and cognitive skills; (4) calming anxiety and managing emotions; and (5) developing healthy optimism. Students are taught stress reduction techniques that include mindfulness strategies such as muscle relaxation. The dosage is one lesson per week, for five weeks, with three booster sessions, one for each of the following months. After completing the five lessons teachers are expected to cue and coach students to apply the appropriate skills and strategies during academic lessons throughout the year to master the curriculum and develop a healthy and supportive classroom climate. In addition to the universal program, Student Success Skills offers a group counseling format for students who need additional support. The program also includes a four-session parent workshop that provides families with an overview of the skills and strategies their children are being taught as well as strategies to promote effective communication, problem-solving skills, and positive parenting. | Behavioral Health, Family-Focused Program, Groups, Mental Health, Social-Emotional Learning | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English, Spanish | Not Specified / Any | https://studentsuccessskills.com/ | |
37 | Students Against Destructive Decisions | SADD (Students Against Destructive Decisions) is a national nonprofit organization and student-led movement focused on youth health and safety. Founded in 1981, SADD operates through a network of student chapters in high schools and colleges across the country, equipping young people to lead prevention efforts in their schools and communities around issues including traffic safety, substance use prevention, and personal health and safety. The organization is built on the premise that peer-to-peer influence is among the most effective tools in prevention, and provides programming, resources, and leadership opportunities to support student-led change. | Substance Use Prevention, Suicide Prevention, Violence Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.sadd.org/ | |
38 | Students Against Violence Everywhere (SAVE) | <h3>SAVE's Mission and Goals</h3> SAVE is coordinated by a 501(c)(3) public nonprofit organization, the National Association of Students Against Violence Everywhere, but it is still led by students, for students. The National Association of Students Against Violence Everywhere (National SAVE) strives to decrease the potential for violence in schools and communities by promoting meaningful student involvement, education, and service opportunities in efforts to establish, support, and grow SAVE chapters. National SAVE is dedicated to providing students with the information and resources necessary to make a positive difference in safety efforts in schools and communities. SAVE's goal is to encourage and empower students with life skills while engaging them in educational activities and opportunities to promote good citizenship. SAVE encourages positive peer influences within the school and community through violence prevention efforts. SAVE educates students about the effects and consequences of violence as well as safe activities for students, parents, and the community. SAVE engages students in meaningful violence prevention efforts within their school and community. SAVE empowers youth with knowledge and skills necessary to provide service to their community and school. | Behavioral Health, Dropout Prevention, Violence Prevention | Rural, Suburban, Tribal, Urban | Elementary, High, Middle | Tier 1 | English | Not Specified / Any | https://nationalsave.org/ | |
39 | Students Mentoring Students (SMS) | At Poudre High School in Fort Collins, CO, students teach other students important lessons in diversity, equity, and social-emotional skills that not only create a more inclusive climate but impact academic achievement as well. Both schools are seeing positive change on school climate indicators and in student behavior, as well as reduced “F” rates for 9th grade students, lower drop-out rates, and higher graduation rates. These lessons are researched, practiced, taught, debriefed, and continually improved as the bulk of a credit-bearing class within the regular curriculum. | Diversity, Equity, and Inclusion, Mental Health, Social-Emotional Learning | Not Specified / Any | High | Not Specified / Any | English | Not Specified / Any | https://www.coloradoedinitiative.org/Resources/students-mentoring-students-sms/ | |
40 | Substance Misuse Prevention for Young Adults | This guide supports health care providers, systems, and communities seeking to prevent substance misuse among young adults. It describes relevant research findings, examines emerging and best practices, identifies knowledge gaps and implementation challenges, and offers useful resources. | Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/Substance-Misuse-Prevention-for-Young-Adults/PEP19-PL-Guide-1 | |
41 | SUCCESS for Teens | SUCCESS Foundation engages in the no cost distribution of the SUCCESS for Teens personal development/life skills program to schools, churches and non-profit youth organizations. The program is intended to inspire youth to become the achievers and leaders of tomorrow. | Behavioral Health, Mental Health | Not Specified / Any | Adult, Elementary, High, Middle | Tier 1 | English | Not Specified / Any | https://www.success.com/success-foundation/ | |
42 | Success through Accepting Responsibility (S.T.A.R.) | STAR, also known as Success Through Accepting Responsibility, is a responsibility skills program which uses a combination of principles and processes to teach students basic fundamental core values. These values will be used for the rest of their lives, helping them to achieve their goals through honesty, good citizenship and hard work. | Behavioral Health, Mental Health, Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://eric.ed.gov/?id=ED331751 | |
43 | Suicide and bullying: Issue brief | <p class="font-claude-response-body break-words whitespace-normal leading-[1.7]"><em>Suicide and Bullying</em> is an issue brief published by the Suicide Prevention Resource Center (SPRC) that examines the relationship between bullying and suicide risk among children and adolescents, with particular attention to LGBT youth. The brief summarizes research on how bullying — including cyberbullying — increases suicide risk for victims, perpetrators, and those who are both, and explores how depression, family factors, and school climate contribute to that risk. It also addresses the disproportionately higher rates of bullying victimization and suicide attempts among LGBT youth, and outlines evidence-informed strategies for preventing both bullying and suicidal behavior in school settings. | Bullying Prevention, LGBTQ+ Support, Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://sprc.org/wp-content/uploads/2023/01/Suicide_Bullying_Issue_Brief-2.pdf | |
44 | Suicide and bullying: Issue Suicide Prevention among LGBT Youth: A Workshop for Professionals Who Serve Youth | Suicide Prevention among LGBT Youth: A Workshop for Professionals Who Serve Youth, developed by the Suicide Prevention Resource Center, is a free kit of materials to help staff in schools, youth-serving agencies, and suicide prevention programs provide a workshop on suicide prevention among LGBT youth. Individuals attending this workshop may include teachers, school administrators, child welfare staff, clergy, group home staff, juvenile justice staff, foster parents, therapists, and recreation workers. | LGBTQ+ Support, Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | http://www.sprc.org/resources-programs/suicide-prevention-among-lgbt-youth-workshop-professionals-who-serve-youth-0 | |
45 | Supported Education Evidence-Based Practices (EBP) KIT | This kit provides information and resources for implementing supported education that enables consumers to pursue goals interrupted due to symptoms of behavioral health conditions. It includes information on getting started, delivering services, and evaluation. | Behavioral Health | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/Supported-Education-Evidence-Based-Practices-EBP-KIT/SMA11-4654 | |
46 | Taking Charge of Your Life | Taking Charge is the first empirically tested program of its kind, designed specifically to improve academic achievement and self-sufficiency for adolescent and teenage mothers, who face increased risk of dropping out and experiencing poverty. This eight-session, in-school group intervention uses cognitive-behavioral principles to bolster life skills such as focusing on action, setting goals, solving problems, and coping. The message embedded in the curriculum is one of self-efficacy and self-confidence, drawing on young women's strengths and teaching them how to manage the challenges of school, relationships, parenting, and employment. A treatment manual with detailed guidelines for establishing and leading a culturally diverse group, this guide also reviews the successful results of three school-based trials of the program, vividly illustrated with vignettes and containing all of the handouts and materials necessary for a school-based professional to implement the program. | Behavioral Health, Diversity, Equity, and Inclusion, Mental Health, Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.amazon.com/Taking-Charge-School-Based-Program-Adolescent/dp/0195172949 | |
47 | Teaching Students to Be Peacemakers | Teaching Students to Be Peacemakers is a school-based conflict resolution program aimed at teaching students to manage their conflicts through negotiation and mediation, the core skills taught in the program. In an effort to teach students constructive ways to resolve their conflicts, the program seeks to reduce the occurrence of violence in schools, enhance academic achievement, and promote the importance of mutual understanding and agreement among one another. | Behavioral Health, Violence Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.amazon.com/Teaching-Students-Peacemakers-David-Johnson/dp/0939603225 | |
48 | The 4Rs | The 4Rs Program (Reading, Writing, Respect, and Resolution) provides read-alouds, book talks, and sequential, interactive skills lessons to develop social and emotional skills related to understanding and managing feelings, listening and developing empathy, being assertive, solving conflict creatively and nonviolently, honoring diversity, and standing up to teasing and bullying. 4Rs is a grade-specific program available for students in prekindergarten through eighth grade. Divided into seven units, each grade has approximately 35 lessons — one a week throughout the year. Units also include extension activities, infusion ideas, recommendations of other books, and 4Rs Activity Sheets to reinforce students’ understanding. The 4Rs program reinforces skills and concepts covered in each unit with a Family Connection activity that students take home to complete with their caregivers and 4Rs “Family Connections” parent workshops. Peer mediation and Peace Helper programs are also available to support classroom- and school-wide programming. All 4Rs stories incorporate a variety of cultures, ethnicities, and backgrounds. Initial training for the 4Rs program typically lasts 25-30 hours and is required. 4Rs offers a train-the-trainer system to support sustainability. | Social-Emotional Learning | Urban | Early Childhood, Elementary | Not Specified / Any | English, Spanish | African American/Black, Hispanic/Latino | https://www.morningsidecenter.org/4rs-program | |
49 | The Kids We Lose | A feature-length documentary about what happens to behaviorally-challenged children when they enter schools where educators are not able to mitigate the nonconforming behaviors. The film’s investigative focus is on how the system uses discipline rather than effective measures, leading to a school-to-prison pipeline for many disadvantaged students. | Behavioral Health, Mental Health | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | http://www.thekidswelose.com/ | |
50 | Transforming Tribal Communities: Indigenous Perspectives on Suicide Prevention | A culturally grounded suicide prevention framework created by Indigenous leaders and aligned with SAMHSA/IHS initiatives. This resource provides guidance on strengthening protective factors for Native youth through cultural connectedness, relational practices, traditional healing, and community-driven planning. It is a capacity-building and educational tool, not a manualized intervention. <strong>Type: </strong>Culturally grounded prevention framework and professional development resource<br data-end="405" data-start="402" /> <strong>Publisher:</strong> Indian Health Service (IHS) / Substance Abuse and Mental Health Services Administration (SAMHSA)<br data-end="519" data-start="516" /> <strong>Audience:</strong> Tribal leaders, community organizations, behavioral health providers, school staff serving Native youth <strong>Evidence/Registry Status:</strong>Not listed in Blueprints, CrimeSolutions, CASEL, WWC, WSIPP, SPRC, or NDPC. This framework is grounded in Indigenous research and protective factor science but does not have registry-rated outcome studies. <strong>Use Case:</strong> Appropriate for training school and community staff, supporting culturally responsive suicide prevention planning, and enhancing partnerships with tribal communities. | Mental Health, Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | American Indian/Alaska Native | https://sprc.org/resources/transforming-tribal-communities-indigenous-perspectives-on-suicide-prevention/ | |
51 | The ESSENTIAL Curriculum™ | This little book outlines positive steps for creating a warm, accepting culture that fosters individual growth, accepts the unique inherent talents within each person and enables children to achieve their potential. The essence of the book has been used as the foundation for courses and seminars for several years, but never before has it been available in book form. The book has 21 easy lessons that will help develop a positive culture in any setting where people are working with youth. It is empowering, simple and is built on the underpinnings of love and caring. It offers hope and possibility for those who want to build a better tomorrow for today’s children. The inspiration for this book comes from Sydney Banks’ principles of mind, thought and consciousness. | Diversity, Equity, and Inclusion, Mental Health | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://www.amazon.com/Essential-Curriculum-TM-developing-optimistic/dp/1489532684 | |
52 | TIP 31: Screening and Assessing Adolescents for Substance Use Disorders | A Treatment Improvement Protocol (TIP 31) from SAMHSA providing evidence-informed guidance for screening and assessing adolescents (ages ~12–18) for substance use disorders. It covers selection and administration of validated screening tools, assessment strategies, considerations for co-occurring issues, interpretation of findings, and linkage to treatment and brief interventions. The document synthesizes clinical research and expert consensus to support quality care in community and school settings.<br data-end="5898" data-start="5895" /> <strong>Evidence/Rating:</strong> Not listed or rated in Blueprints, CASEL, CrimeSolutions, WWC, WSIPP, SPRC Best Practices Registry, or NDPC; this is a clinical guideline, not a discrete evaluated program.<br data-end="6098" data-start="6095" /> <strong>Use Case:</strong> Valuable for clinicians, school mental health staff, and health professionals who screen and assess adolescents for substance use and related risk factors; enhances quality and consistency of adolescent substance use screening and assessment practices. | Substance Use Prevention | Not Specified / Any | High, Middle | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-31-Screening-and-Assessing-Adolescents-for-Substance-Use-Disorders/SMA12-4079 | |
53 | TIP 39: Substance Abuse Treatment and Family Therapy | This guide introduces substance use disorder treatment and family therapy, and features models for integrating the two approaches to therapy. It also discusses cultural competency, considerations for specific populations, policy and program issues, and guidelines for assessing violence. | Family-Focused Program, Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-39-Substance-Abuse-Treatment-and-Family-Therapy/SMA15-4219 | |
54 | TIP 41: Substance Abuse Treatment: Group Therapy | <p data-end="5504" data-start="5009">A SAMHSA Treatment Improvement Protocol that provides evidence-informed clinical guidance on designing, facilitating, and evaluating group therapy in substance use disorder treatment. TIP 41 outlines best practices for group process, therapeutic models, client engagement, special populations, and treatment quality. It synthesizes research and clinical experience to support clinicians in delivering high-quality group interventions. <p data-end="5529" data-start="5506"><strong>Registry Ratings:</strong>Not listed or rated in Blueprints, CrimeSolutions, CASEL, WWC, WSIPP, SPRC Best Practices Registry, or NDPC (clinical guideline rather than discrete intervention program). <p data-end="5885" data-start="5711"><strong>Use Case:</strong> Ideal for clinicians, supervisors, and program planners seeking guidance to implement or improve group therapy as part of comprehensive substance use treatment. | Groups, Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-41-Substance-Abuse-Treatment-Group-Therapy/SMA15-3991 | |
55 | TIP 50: Addressing Suicidal Thoughts and Behaviors in Substance Abuse Treatment | <p data-end="6276" data-start="5814">A SAMHSA Treatment Improvement Protocol (TIP 50) offering evidence-informed clinical guidance for screening, assessing, and responding to suicidal ideation and behaviors in clients with substance use disorders. The document provides practical strategies for risk assessment, safety planning, intervention, and integration of care for individuals receiving treatment for SUD. <p data-end="6439" data-start="6278"><strong>Registry Ratings</strong>: Not listed in Blueprints, CrimeSolutions, CASEL, WWC, WSIPP, SPRC Best Practices Registry, or NDPC (not a discrete intervention program). <p data-end="6610" data-start="6441"><strong>Use Case</strong>: Clinical guideline for behavioral health practitioners and programs integrating suicide risk assessment and response into substance use treatment settings. | Assessment Tools, Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-50-Addressing-Suicidal-Thoughts-and-Behaviors-in-Substance-Abuse-Treatment/SMA15-4381 | |
56 | TIP 55: Behavioral Health Services for People Who Are Homeless | This manual offers skills and resources to service providers working with people who are experiencing homelessness or at risk of homelessness. It outlines types of homelessness and stages of recovery, including substance use screening and supportive treatment. Access the literature review. | Behavioral Health, Homelessness | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-55-Behavioral-Health-Services-for-People-Who-Are-Homeless/SMA15-4734 | |
57 | TIP 58: Addressing Fetal Alcohol Spectrum Disorders (FASD) | This guide reviews screening tools for alcohol use and interventions for pregnant women and women of childbearing age to prevent fetal alcohol spectrum disorders (FASD). It also outlines methods for identifying people living with FASD and modifying treatment accordingly. Access the literature review. | Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://store.samhsa.gov/product/TIP-58-Addressing-Fetal-Alcohol-Spectrum-Disorders-FASD-/SMA13-4803 | |
58 | Treatment Approaches for Drug Addiction – NIDA / SAMHSA DrugFacts | <p data-end="5050" data-start="4439">A comprehensive, evidence-based overview of research-supported treatment approaches for substance use disorders (SUDs), developed by the National Institute on Drug Abuse and shared through SAMHSA’s evidence resource center. This resource summarizes the science showing that addiction is a chronic but treatable brain disease and that effective care typically combines behavioral therapies, pharmacological treatments, and psychosocial support tailored to the individual’s needs. <p data-end="5069" data-start="5052"><strong>Key Points:</strong> <ul> <li data-end="5181" data-start="5072">Substance use disorders are chronic and treatable; relapse may occur.</li> <li data-end="5358" data-start="5184">Best outcomes come from individualized care that may include behavioral therapy, medication when appropriate, and recovery supports.</li> <li data-end="5471" data-start="5361">Treatment duration of at least 3 months or longer improves outcomes.</li> </ul> <p data-end="5496" data-start="5473"><strong>Registry Ratings:</strong> <ul> <li data-end="5680" data-start="5499">Not listed or rated in Blueprints, CrimeSolutions, CASEL, WWC, WSIPP, SPRC, or NDPC because it is an educational evidence overview rather than a single evaluated intervention.</li> </ul> <p data-end="5698" data-start="5682"><strong>Use Cases:</strong> <ul> <li data-end="5761" data-start="5701">Background evidence summary for providers and policymakers</li> <li data-end="5861" data-start="5764">Education for clinicians, students, and families on the principles of effective SUD treatment</li> <li data-end="6066" data-start="5864">Foundation for selecting evidence-based treatment programs (e.g., contingency management, cognitive-behavioral therapy, medication-assisted treatment)</li> </ul> | Mental Health, Substance Use Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English, Spanish | Not Specified / Any | https://nida.nih.gov/research-topics/treatment | |
59 | Understanding A First Episode Of Psychosis Young Adult: Get the Facts | Understanding a First Episode of Psychosis (Young Adult): Get the Facts is a SAMHSA educational fact sheet providing accessible information on psychosis, its causes, what a first episode means, treatment approaches, and supports for young adults. It is not a structured intervention evaluated in major evidence registries (CASEL, CrimeSolutions, WSIPP, WWC, SPRC, NDPC) and does not have a formal evidence rating as a program. It is best suited for mental health literacy and awareness rather than evidence-defined treatment programming. | Mental Health | Not Specified / Any | Young Adult | Not Specified / Any | English, Spanish | Not Specified / Any | https://store.samhsa.gov/product/Understanding-A-First-Episode-Of-Psychosis-Young-Adult-Get-the-Facts/sma16-5006 | |
60 | Zero Suicide Toolkit | The Zero Suicide Toolkit is a comprehensive set of tools and guidance designed to help healthcare and behavioral health systems transform suicide care through a systematic quality-improvement approach. The toolkit outlines theseven core elementsof the Zero Suicide model — from leadership commitment and workforce training to screening, treatment, transitions in care, and continuous improvement — providing practical resources to embed evidence-based practices into clinical systems. <strong>Type: </strong>Suicide prevention framework & implementation toolkit<br data-end="4698" data-start="4695" /> <strong>Developed by:</strong> Zero Suicide Institute (Education Development Center), supported by the National Action Alliance for Suicide Prevention and the Suicide Prevention Resource Center.<br data-end="4920" data-start="4917" /> <strong>Evidence Base:</strong> Zero Suicide is recognized and supported by the Suicide Prevention Resource Center (SPRC) as a key framework for safer suicide care but does not have a formal effectiveness rating (e.g., “effective”/“ineffective”) in major evidence registries such as CASEL, CrimeSolutions, WSIPP, WWC, or NDPC. The approach is built on evidence-based practices and has promising preliminary outcome data when implemented with high fidelity.<br data-end="5964" data-start="5961" /> <strong>Use Case:</strong> Best suited for organizational/system change in healthcare and behavioral health settings, clinical systems focused on suicide care quality improvement, and leadership teams seeking to integrate evidence-based suicide prevention practices. | Mental Health, Suicide Prevention | Not Specified / Any | Young Adult | Not Specified / Any | English | Not Specified / Any | https://zerosuicide.edc.org/toolkit | |
61 | The Great Body Shop | Evidenced-based, comprehensive health education for students and their families in grades Pre-K through Middle School, for physical, social, emotional, and safety. THE GREAT BODY SHOP is a comprehensive health education curriculum that is sequential, developmentally appropriate, culturally sensitive and medically accurate. THE GREAT BODY SHOP is aligned to the National Health Education Standards, the National Sexuality Education Standards, the Centers for Disease Control and Prevention’s (CDC) Characteristics of Effective Health Education Curricular and the core concepts recommended by CDC’s HECAT | Behavioral Health, Diversity, Equity, and Inclusion, Healthy Relationships, Mental Health, Substance Use Prevention | Not Specified / Any | Early Childhood, Elementary, Middle | Not Specified / Any | English | Not Specified / Any | https://www.thegreatbodyshop.net/ | |
62 | Incredible YearsⓇ: Teacher Classroom Management Program & Dinosaur School | Incredible Years: Teacher Classroom Management (IY TCM) provides teaching practices and lesson-based approaches to SEL. It includes programming for grades Pre-K-3 and demonstrates evidence of effectiveness at grades Pre-K-3. It is recommended that the Teacher Classroom Management program be implemented in conjunction with Incredible Year’s lesson-based curriculum, Dinosaur School; however, this is not a requirement. Translated materials are available in Norwegian, Danish, Finnish, and Portuguese. | Behavioral Health, Mental Health, Social-Emotional Learning | Inner City, Rural, Urban | Early Childhood, Elementary | Tier 1 | English | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | http://www.incredibleyears.com/ | |
63 | Too Good for Violence | A school-based violence and bullying prevention curriculum fromToo Good Programsthat teaches interpersonal skills, emotional regulation, communication, conflict resolution, and pro-social peer skills across K–12. The violence strand (includingA Peaceable PlaceandSocial Perspectives) is often paired with substance use prevention in the programToo Good for Drugs & Violence, which is ratedPromisingin theCASEL Program Guidefor its positive effects on SEL competencies. <strong>Type: </strong>Classroom-based social competency / violence prevention curriculum<br data-end="274" data-start="271" /> <strong>Provider: </strong>Too Good Programs (Mendez Foundation)<br data-end="328" data-start="325" /> <strong>Grade Levels:</strong> K–12 (elementary, middle, and high school strands)<br data-end="399" data-start="396" /> <strong>Focus: </strong>Interpersonal skills, conflict resolution, emotional regulation, bullying/violence prevention, healthy peer relationships. <p data-end="4442" data-start="3838"><strong data-end="4474" data-start="4444">Evidence/Registry Ratings:</strong> <ul> <li data-end="4634" data-start="4479"><strong data-end="4503" data-start="4479">CASEL Program Guide:</strong> SELect</li> <li data-end="4665" data-start="4637"><strong data-end="4652" data-start="4637">Blueprints:</strong> Not listed</li> <li data-end="4706" data-start="4668"><strong data-end="4693" data-start="4668">CrimeSolutions (NIJ):</strong> Promising</li> <li data-end="4730" data-start="4709"><strong data-end="4717" data-start="4709">WWC:</strong> Promising</li> <li data-end="4772" data-start="4733"><strong data-end="4759" data-start="4733">WSIPP (Results First):</strong> Not listed</li> <li data-end="4812" data-start="4775"><strong data-end="4799" data-start="4775">SPRC Best Practices:</strong> Not listed</li> <li data-end="4852" data-start="4815"><strong data-end="4839" data-start="4815">NDPC Model Programs:</strong> Not listed</li> </ul> <p data-end="5121" data-start="4854"><strong data-end="4867" data-start="4854">Use Case:</strong>Best used as part of a broader school SEL and prevention curriculum, especially where both interpersonal conflict skills and substance-use prevention are goals. The violence strand provides structured lessons for relationship skills and de-escalation. | Behavioral Health, Violence Prevention | Not Specified / Any | High | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, White | https://toogoodprograms.org/collections/too-good-for-violence | |
64 | Tools for Getting Along | Tools for Getting Along is a skills promotion program that uses free-standing lessons to promote social and emotional learning for students in fourth and fifth grade. The program includes 20 lessons and 6 booster lessons and is designed to be implemented for 20-30 minutes weekly or bi-weekly. The program uses a cognitive-behavioral approach to teach students new strategies to manage anger and solve problems. | Social-Emotional Learning | Suburban, Urban | Elementary | Tier 1 | English | Not Specified / Any | https://education.ufl.edu/behavior-management-resource-guide/tools-for-getting-along-curriculum/ | |
65 | Peace Learning Circles | <p data-end="4648" data-start="4618">Peace Learning Circles is a classroom-focused SEL program that uses intentional circle practices to cultivate relationships, positive classroom climate, student voice, and collaborative learning. It supports all five CASEL SEL competencies and offers training and implementation supports for educators, administrators, and families. <p data-end="5168" data-start="4650"><strong>Type:</strong> Evidence-informed social-emotional learning and community-building curriculum<br data-end="4740" data-start="4737" /> <strong>Developer: </strong>Peace Learning Center<br data-end="4779" data-start="4776" /> <strong>Target Population</strong>: K–12 students (elementary research evidence is strongest)<br data-end="5253" data-start="5250" /> <strong>Evidence/Rating:</strong> <ul> <li data-end="5503" data-start="5278">CASEL Program Guide: SELect — highest SEL evidence rating, with documented positive effects on student behavior, classroom climate, academic performance, and SEL competencies. <a alt="https://pg.casel.org/peace-learning-circles/?utm_source=chatgpt.com" href="https://pg.casel.org/peace-learning-circles/?utm_source=chatgpt.com" rel="noopener" target="_blank">CASEL Program Guide</a></li> <li data-end="5534" data-start="5506">Blueprints: Not listed</li> <li data-end="5569" data-start="5537">CrimeSolutions: Not listed</li> <li data-end="5593" data-start="5572">WWC: Not listed</li> <li data-end="5619" data-start="5596">WSIPP: Not listed</li> <li data-end="5648" data-start="5622">SPRC BPR: Not listed</li> <li data-end="5671" data-start="5651">NDPC: Not listed</li> </ul> <p data-end="6051" data-start="5903"><strong>Use Case:</strong> Best used as an SEL and school climate support program in elementary settings or as part of a broader SEL implementation strategy. | Academic Support, Diversity, Equity, and Inclusion, Healthy Relationships, Mental Health, Social-Emotional Learning | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://peacelearningcenter.org/plcircles | |
66 | The Leadership Program’s Violence Prevention Project | The main goal of the Leadership Program’s Violence Prevention Project (VPP) is to prevent violence by enhancing the conflict-resolution skills of both male and female middle and high school students aged 12 to 16. This is accomplished primarily by working on student communication and relationship-building skills. VPP’s other goals are to address the social setting in which violence occurs and to improve academic performance. Students’ tolerance for aggression and violence is lowered by targeting the classroom environment and teaching students about group dynamics. Academic performance is improved by building students’ self-concept and working on goal setting. | Behavioral Health, Violence Prevention | Urban | High, Middle | Not Specified / Any | English | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.tlpnyc.com/our-programs/schools-and-communities/?__hstc=240767772.91ececea0c837fb5558df82befaba3e5.1589404355254.1589404355254.1589404355254.1&__hssc=240767772.2.1589404355255&__hsfp=2605768327&hsutk=91ececea0c837fb5558df82befaba3e5&contentType=standard-page | |
67 | The RULER Approach | The Ruler Approach (RULER) brings together comprehensive professional development with student literacy-based, social– emotional learning, and skill-building elements to promote positive youth development. RULER is a multiyear program for kindergarten through eighth grade. Within the standard academic curriculum, RULER incorporates teachings on emotions and skill building through identifying and controlling those emotions within the learning environment. | Behavioral Health, Mental Health, Social-Emotional Learning | Urban | Elementary, Middle | Not Specified / Any | English | African American/Black, Hispanic/Latino, White | https://www.rulerapproach.org/ | |
68 | Too Good for Drugs - Elementary School | Too Good for Drugs (TGFD) for elementary school students is a school-based drug prevention program designed to reduce students' intention to use alcohol, tobacco, and illegal drugs, while promoting prosocial attitudes, skills, and behaviors. The program seeks to build the self-confidence of students so they are better able to make healthy choices and achieve success. Although there are different objectives across grade levels, promoting positive, prosocial attitudes, and fostering healthy relationships is a running theme throughout the program’s curriculum. Overall, TGFD seeks to develop positive peer norms; appropriate attitudes toward alcohol, tobacco, and illegal drug use; personal and interpersonal skills relating to alcohol, tobacco, and illegal drug use; knowledge of the negative consequences of alcohol, tobacco, and illegal drug use; and finally the knowledge of the benefits of living a drug-free lifestyle. | Substance Use Prevention | Rural | Elementary | Not Specified / Any | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://toogoodprograms.org/collections/too-good-for-drugs | |
69 | Too Good for Drugs - Middle School | Too Good for Drugs (TGFD) for middle school students is a school-based drug prevention program designed to reduce students' intention to use alcohol, tobacco, and illegal drugs, while promoting prosocial attitudes, skills and behaviors. The program seeks to build the self-confidence of students so they are better able to make healthy choices and achieve success. Although there are different objectives across grade levels, promoting positive, prosocial attitudes, and fostering healthy relationships is a running theme throughout the program’s curriculum. Overall, TGFD seeks to develop positive peer norms; appropriate attitudes toward alcohol, tobacco, and illegal drug use; personal and interpersonal skills relating to alcohol, tobacco, and illegal drug use; and knowledge of the negative consequences of alcohol, tobacco, and illegal drug use and the benefits of a drug-free lifestyle. | Substance Use Prevention | Rural, Suburban, Urban | Middle | Not Specified / Any | English | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://toogoodprograms.org/collections/too-good-for-drugs | |
70 | Too Good for Drugs | Too Good for Drugs and Violence is designed to promote high school students’ pro-social skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons, as well as an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Teachers participate in 10 staff development lessons. The program includes optional elements of family and community involvement. <strong>Type:</strong> School-based social-emotional learning (SEL) and substance use prevention curriculum<br data-end="319" data-start="316" /> <strong>Provider:</strong> Too Good Programs (Mendez Foundation)<br data-end="373" data-start="370" /> <strong>Grades:</strong> <span style="color: rgb(16, 16, 16); font-family: Montserrat, sans-serif; font-size: 12.9375px; text-align: center;">9-12</span><br data-end="438" data-start="435" /> <strong>Focus:</strong> Risk-reduction and protective skill development to prevent alcohol, tobacco, and other drug (ATOD) use through SEL skill building. <p data-end="5316" data-start="5282"><strong data-end="5314" data-start="5282">Evidence / Registry Ratings:</strong> <ul> <li data-end="5480" data-start="5319"><strong data-end="5343" data-start="5319">CASEL Program Guide:</strong>Not Listed</li> <li data-end="5511" data-start="5483"><strong data-end="5498" data-start="5483">Blueprints:</strong> Not listed</li> <li data-end="5556" data-start="5514"><strong data-end="5543" data-start="5514">CrimeSolutions.gov (NIJ):</strong> Ineffective</li> <li data-end="5580" data-start="5559"><strong data-end="5567" data-start="5559">WWC:</strong> Not listed</li> <li data-end="5606" data-start="5583"><strong data-end="5593" data-start="5583">WSIPP:</strong> Not listed</li> <li data-end="5631" data-start="5609"><strong data-end="5618" data-start="5609">SPRC:</strong> Not listed</li> <li data-end="5654" data-start="5634"><strong data-end="5643" data-start="5634">NDPC:</strong> Not listed</li> </ul> <p data-end="5835" data-start="5656"><strong data-end="5669" data-start="5656">Use Case:</strong> Ideal for universal SEL and prevention education in K–12 settings where reducing risk for substance misuse and building social-emotional competencies are priorities. | Substance Use Prevention, Violence Prevention | Not Specified / Any | High | Not Specified / Any | English | Not Specified / Any | https://toogoodprograms.org/collections/too-good-for-drugs | |
71 | Trauma Focused Cognitive Behavioral Therapy (TF-CBT) | TF-CBT is a structured, evidence-based treatment for children and adolescents experiencing trauma-related symptoms, typically delivered over 12–20 sessions by trained mental health professionals. It combines cognitive-behavioral strategies with trauma processing and includes active caregiver involvement. TF-CBT is one of the most empirically supported trauma treatments for youth, demonstrating strong reductions in PTSD symptoms, depression, anxiety, and behavior problems across numerous randomized controlled trials. <strong>Type: </strong>Evidence-based clinical treatment<br data-end="300" data-start="297" /> <strong>Developers:</strong> Judith Cohen, Anthony Mannarino, Esther Deblinger<br data-end="368" data-start="365" /> <strong>Target Population: </strong>Children and adolescents (ages 3–18) with trauma exposure, including abuse, violence, grief, and traumatic loss<br data-end="505" data-start="502" /> <strong>Setting:</strong> Outpatient behavioral health, schools with clinical providers, child welfare, juvenile justice <strong data-end="4705" data-start="4682">Evidence / Ratings:</strong> <ul> <li data-end="3910" data-start="3875">CrimeSolutions.gov:Effective</li> <li data-end="4037" data-start="3913">Blueprints, WSIPP, WWC, SPRC, CASEL, NDPC:Not listed (clinical treatment, not a youth program or school intervention)</li> </ul> <p data-end="5188" data-start="4995">Use Case: Appropriate when a licensed mental health clinician is treating a student with trauma exposure. Complements school-based trauma-informed efforts but is not a schoolwide program. | Behavioral Health, Family-Focused Program, Mental Health, Services, Trauma | Rural, Suburban, Urban | Elementary, Middle | Tier 2 | English | African American/Black, Other, White | https://tfcbt.org/ | |
72 | Trauma-Skilled Schools Model | A school-wide, professional development–driven model designed by the National Dropout Prevention Center to help schools become trauma-skilled across staff, policies, and systems. The model moves schools from trauma awareness to trauma-responsive practice and integrates climate improvement, relational strategies, and de-escalation approaches. Although widely used, it is not listed in major evidence registries (Blueprints, CrimeSolutions, CASEL, WWC, WSIPP, SPRC) because it is a comprehensive framework rather than a discrete intervention with controlled research studies. NDPC endorses it as aligned with dropout-prevention strategies, but independent outcome evidence is limited to descriptive reports. Best used as a school climate and capacity-building approach paired with evidence-based SEL or mental health interventions. | Academic Support, Assessment Tools, Behavioral Health, Mental Health, Trauma | Inner City, Rural, Suburban, Tribal, Urban | Adult, Early Childhood, Elementary, High, Middle | Tier 1, Tier 2, Tier 3 | English | Not Specified / Any | http://dropoutprevention.org/trauma-skilled-schools-resources/ | |
73 | Trevor Project | <p data-end="6458" data-start="5678"><strong>The Trevor Project — LGBTQ+ Youth Suicide Prevention & Crisis Support</strong> <p data-end="6458" data-start="5678">The Trevor Project is a leading nonprofit organization dedicated to preventing suicide among LGBTQ+ young people through 24/7 crisis intervention (TrevorLifeline, TrevorText, TrevorChat), research on LGBTQ+ youth mental health, advocacy, and educational resources. Its national surveys provide critical data on suicide risk, protective factors (e.g., acceptance by adults), and barriers to mental health care among LGBTQ+ youth. While not listed in evidence registries like Blueprints, CASEL, or CrimeSolutions (because it is a service delivery and research organization, not a discrete manualized program), its work is widely used to inform suicide prevention practice and policy for LGBTQ+ youth. <p data-end="6713" data-start="6460"><strong>Primary Relevance:</strong> Crisis support services, public health research, suicide prevention guidance, and culturally competent resources for LGBTQ+ youth. TrevorLifeline:1-866-488-7386 TrevorText: Text 'START' to 678-678 | LGBTQ+ Support, Services, Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | http://www.trevorproject.org/ | |
74 | The Triple P – Positive Parenting Program | <p data-end="874" data-start="221">Triple P is a comprehensive, tiered system of interventions designed to improve parenting skills, reduce child behavior problems, and strengthen family relationships. It includes multiple levels of support—from universal education to intensive, individualized interventions—allowing communities and schools to match services to family need. The program promotes positive parenting practices, emotional self-regulation, safe and predictable family environments, and prosocial child behavior. <p data-end="874" data-start="221"><strong>Type: </strong>Multi-level parenting and family strengthening intervention<br data-end="293" data-start="290" /> <strong>Developer:</strong> University of Queensland; disseminated internationally<br data-end="365" data-start="362" /> <strong>Evidence / Ratings Across Registries</strong> <ul> <li>Blueprints for Healthy Youth Development: Model Plus (highest rating)</li> <li>CrimeSolutions.gov: Effective</li> <li>What Works Clearinghouse (WWC):Reviewed in early childhood/SEL-adjacent domains; studies show positive effects on child behavior and parental practices, though Triple P is not rated as an academic intervention.</li> <li>WSIPP (Washington State Institute for Public Policy):Included with positive benefit-cost results; Triple P yields strong economic returns due to reduced maltreatment, improved outcomes, and cost-effective delivery.</li> <li>CASEL Program Guide: Not listed;Triple P is a parenting intervention, not a classroom-based SEL curriculum.</li> <li>SPRC Best Practices Registry: Not listed;Triple P is not a suicide-specific intervention.</li> <li>National Dropout Prevention Center (NDPC):Strong;</li> </ul> <p data-end="2245" data-start="2222"><strong>Research Summary:</strong> <p data-end="2326" data-start="2247">Multiple decades of research (600+ studies globally) demonstrate that Triple P: <ul> <li data-end="2402" data-start="2330">Reduces child aggression, conduct problems, and emotional difficulties</li> <li data-end="2442" data-start="2405">Improves parent-child relationships</li> <li data-end="2510" data-start="2445">Reduces parental stress, depression, and ineffective discipline</li> <li data-end="2576" data-start="2513">Lowers rates of child maltreatment and out-of-home placements</li> <li data-end="2646" data-start="2579">Produces population-level impacts when implemented community-wide</li> <li data-end="2720" data-start="2649">Shows high return on investment due to prevention of high-cost outcomes</li> </ul> These findings are consistent across age groups, cultures, socioeconomic levels, and delivery settings. <p data-end="2891" data-start="2832"><strong>Use Case:</strong> <ul> <li data-end="3007" data-start="2912">Schools, districts, and community partners seeking high-quality family strengthening supports</li> <li data-end="3047" data-start="3010">Early childhood through adolescence</li> <li data-end="3115" data-start="3050">Tiered mental health systems (universal → targeted → intensive)</li> <li data-end="3209" data-start="3118">Communities addressing behavioral challenges, maltreatment risk, or parent–child conflict</li> </ul> | Behavioral Health, Family-Focused Program, Mental Health | Rural, Suburban, Urban | Early Childhood, Elementary | Tier 1, Tier 2 | English | African American/Black, American Indian/Alaska Native, Hispanic/Latino, White | https://www.triplep.net/glo-en/home/ | |
75 | Triple P America | Triple P (Positive Parenting Program) is an evidence-based parenting support program developed at the University of Queensland with more than 35 years of research behind it. The program provides parents with practical strategies to build healthy relationships with their children, manage behavior, and prevent problems from developing. Triple P uses a tiered, multilevel system — ranging from brief universal seminars to intensive individualized support — so interventions can be matched to family need. Specialist variations exist for parents of children with disabilities, families navigating divorce, and other complex situations. The program is used in more than 30 countries and is available in up to 22 languages. | Behavioral Health, Family-Focused Program, Mental Health | Suburban, Urban | Early Childhood, Elementary | Tier 1 | English | Not Specified / Any | https://www.triplep.net/glo-en/home/ | |
76 | Voices Literature and Character Education (Voices LACE) | Voices Literature and Character Education Program (Voices LACE; formerly known as Voices of Love and Freedom and Literacy and Values) is a K–12 program that aims to promote positive character and citizenship values, literacy skills, and social skills. The program curriculum can be used over any length of time. During classroom lessons, students read books about issues such as ethnic discrimination, fighting, or bullying, and elaborate on central themes through role-playing and discussions practiced in school and at home. Emphasis is given to promoting caring relationships between teachers and students and among students, and to connecting the values taught to students’ personal stories. Voices LACE may also be implemented as a schoolwide improvement program. Optional components of the program include schoolwide events and restructuring of school organization and practices (establishing student assemblies and creating small learning communities), parental involvement (home visits and family nights), and community support (joint campaigns with supporting organizations and business). | Behavioral Health, Diversity, Equity, and Inclusion, Healthy Relationships, Mental Health, Social-Emotional Learning, Violence Prevention | Not Specified / Any | Elementary, Middle | Not Specified / Any | English | Not Specified / Any | https://www.zaner-bloser.com/products/voices-reading.php | |
77 | Why Try Program | <h3 data-end="4563" data-start="4503">WhyTry Program — Resilience & Life Skills Curriculum</h3> WhyTry uses a series often visual metaphors and interactive activitiesto teach core life skills such as emotional regulation, decision-making, resilience, self-efficacy, and positive relationships. It is used by educators and counselors in schools and small groups to engage disengaged youth and build strengths. <p data-end="5040" data-start="4565"><strong>Type: </strong>SEL-related resilience and life-skills curriculum/toolkit<br data-end="4635" data-start="4632" /> <strong>Developer: </strong>WhyTry, Inc.<br data-end="4665" data-start="4662" /> <strong>Evidence & Research:</strong> Larger, controlled trials are limited or unavailable. <a href="https://whytry.org/research/">View WhyTry's evidence</a> <strong>Registry Status:</strong>Not listed in CASEL Program Guide, CrimeSolutions, WSIPP, WWC, SPRC Best Practices Registry, or NDPC. <strong>Use Cases:</strong> <ul> <li data-end="5893" data-start="5822">Can be used as a Tier 2–3 intervention within PBIS/RTI frameworks</li> <li data-end="5987" data-start="5896">Supports motivation, resilience, and SEL skills for struggling or disengaged students</li> <li data-end="6067" data-start="5990">A practical tool for educators and counselors seeking life-skills instruction</li> </ul> | Academic Support, Behavioral Health, Social-Emotional Learning | Inner City, Rural, Suburban, Urban | High, Middle | Not Specified / Any | English | Not Specified / Any | https://www.whytry.org/ | |
78 | Whyville | Whyville utilizes problem-solving and other skills to help kids learn about their emotions in an online computer game. | Mental Health, Social-Emotional Learning | Not Specified / Any | High, Middle | Not Specified / Any | English | Not Specified / Any | http://www.whyville.net/smmk/top/gates/mspp | |
79 | Wyman's Teen Outreach Program (TOP) | <p data-end="5932" data-start="5897"><strong data-end="5932" data-start="5901">Teen Outreach Program (TOP)</strong> <p data-end="5932" data-start="5897">TOP integrates facilitated curriculum with community service learning to build life skills, strengthen relationships, and foster academic success while reducing risky behaviors. <p data-end="6396" data-start="5934"><strong data-end="6394" data-start="6375">Key Components:</strong> <ul> <li data-end="6459" data-start="6399">Weekly interactive lessons with trained adult facilitators</li> <li data-end="6507" data-start="6462">Service-learning activities with reflection</li> <li data-end="6632" data-start="6510">Focus on social-emotional skills, decision-making, communication, and leadership</li> </ul> <p data-end="7281" data-start="7253"><strong data-end="7279" data-start="7253">Outcomes Demonstrated:</strong> <ul> <li data-end="7329" data-start="7284">Lower risk of course failure and suspension</li> <li data-end="7377" data-start="7332">Reduced risky sexual behavior and pregnancy</li> <li data-end="7434" data-start="7380">Better school engagement and life skills development</li> <li data-end="7543" data-start="7437">Evidence from multiple randomized and quasi-experimental studies</li> </ul> <p data-end="6396" data-start="5934"><strong data-end="5943" data-start="5934">Type:</strong> Evidence-based youth development and service-learning program<br data-end="6008" data-start="6005" /> <strong data-end="6022" data-start="6008">Developer:</strong> Wyman Center (national network)<br data-end="6057" data-start="6054" /> <strong data-end="6072" data-start="6057">Age/Grades:</strong> Middle and high school adolescents (ages ~12–19 / grades 6–12) <p data-end="6661" data-start="6634"><strong data-end="6659" data-start="6634">Strength of Evidence:</strong> <ul> <li data-end="6791" data-start="6664"><strong data-end="6683" data-start="6664">CrimeSolutions:</strong> Promising rating (positive evidence across multiple studies).</li> <li data-end="6895" data-start="6794"><strong data-end="6804" data-start="6794">CASEL:</strong> Highest designation for quality SEL programming.</li> <li data-end="6895" data-start="6794"><strong>NDPC:</strong>Moderate</li> <li data-end="7137" data-start="7028"><strong data-end="7038" data-start="7028">WSIPP:</strong> Listed as a prevention program with documented outcomes.</li> <li data-end="7251" data-start="7140"><strong data-end="7148" data-start="7140">WWC:</strong> No formal evidence conclusion under strict dropout criteria.</li> </ul> <strong data-end="7559" data-start="7545">Relevance:</strong>Strong for SEL promotion, youth development, academic engagement, and behavior outcomes. A robust choice to include in mental health, dropout prevention, and SEL resource banks. | Behavioral Health, Dropout Prevention, Groups | Inner City, Suburban, Urban | High, Middle | Tier 1 | English | Not Specified / Any | https://wymancenter.org/programs/teen-outreach-program-top/ | |
80 | Youth Mental Health First Aid (YMHFA) | <p data-end="4960" data-start="4913">YMHFA is an8-hour structured trainingthat teaches adults who interact with youth (ages ~12–18) how to recognize common signs of mental health and substance use challenges, reduce stigma, and provide a compassionate initial response using a standardized action plan. It increases mental health literacy, confidence to help, and supportive intentions among trainees. <p data-end="4960" data-start="4913"><strong>Type: </strong>Evidence-informed training program (early identification and response)<br data-end="5044" data-start="5041" /> <strong>Source:</strong> National Council for Mental Wellbeing (MHFA USA)<br data-end="5107" data-start="5104" /> <strong>Target Audience:</strong> Teachers, school staff, caregivers, youth workers, coaches, community members<br data-end="5636" data-start="5633" /> <strong>Evidence/Research:</strong>Multiple studies show increased confidence, mental health literacy, and preparedness after training.Systematic reviews find improvements in knowledge, attitudes, and helping intentions, but limited evidence on long-term youth outcomes. <strong>Registry Ratings</strong>:Not listed in CASEL, CrimeSolutions, WSIPP, WWC, SPRC Best Practices Registry, or NDPC (as of current evidence catalogs). <strong>Use Case:</strong> Ideal as a mental health promotion and awareness training, builds protective capacity in adults to support youth, and can be integrated with broader school mental health strategies. | Mental Health, Suicide Prevention, Training | Not Specified / Any | High, Middle | Not Specified / Any | English | Not Specified / Any | https://www.mentalhealthfirstaid.org/population-focused-modules/youth/ | |
81 | Above The Influence | A program under the Partnership for Drug-Free Kids that helps teens stand up to negative influences regarding drug and alcohol use. | Substance Use Prevention | Not Specified / Any | High | Not Specified / Any | English | Not Specified / Any | https://abovetheinfluence.com/ | |
82 | ACEs Aware | ACEs Aware is an initiative led by the Office of the California Surgeon General and the Department of Health Care Services to give Medi-Cal providers training, clinical protocols, and payment for screening children and adults for ACEs. Detecting ACEs early and connecting patients to interventions, resources, and other support can improve the health and well-being of individuals and families. | Behavioral Health, Mental Health, Trauma | Not Specified / Any | Not Specified / Any | Not Specified / Any | English, Spanish | Not Specified / Any | https://www.acesaware.org/ | |
83 | Achievement Mentoring | Achievement Mentoring (formerly Behavioral Monitoring and Reinforcement Program) is a school-based intervention designed to change the negative school behavior of middle school adolescents. Students meet in small groups and systematically work through behavior change. The intervention consists of four components: (1) Collecting up-to-date information about each student's school-related behavior; (2) Providing systematic feedback to the student and/or the parents about the student's behavior; (3) Attaching point values to the student's behavior to earn incentives; and (4) Helping the student figure out how he/she can earn more points. The program lasts for two years. | Behavioral Health, Mentoring, Substance Use Prevention | Suburban, Urban | Middle | Tier 1, Tier 2 | English, Spanish | African American/Black, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, Other, White | https://www.supportiveschools.org/achievement-mentoring | |
84 | Active Parenting of Teens: Families in Action | A family-based alcohol, tobacco, and other-drug abuse prevention program that targets families with middle school children. The program is rated Promising. Participants reported greater family cohesion, school attachment, higher levels of self-esteem, and an older age for alcohol consumption than the control group. Also, program parents reported stronger attitudes against minor alcohol use. There was no significant difference between the control and treatment group on attitudes of tobacco use. | Substance Use Prevention | Rural | Elementary, High, Middle, Young Adult | Tier 1, Tier 2 | English, Spanish | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, White | https://www.activeparenting.com/product/active-parenting-of-teens-families-in-action/ | |
85 | Addressing Intersecting Social and Mental Health Needs among Transition-Aged Homeless Youth | A literature review was conducted to evaluate the existing research on youth homelessness. Youth homelessness is a poorly- understood and complex social phenomenon. In this paper, we address the risk factors for homelessness in youth and underscore the unique mental health concerns that so often perpetuate the cycle of poverty and housing instability among these high-risk youth. We also discuss the gaps that exist in mental health treatment for homeless youth, and identify potential solutions to addressing the existing barriers to care. | Homelessness, Mental Health | Not Specified / Any | High, Young Adult | Not Specified / Any | English | Not Specified / Any | https://www.nasmhpd.org/content/addressing-intersecting-social-and-mental-health-needs-among-transition-aged-homeless-youth | |
86 | Addressing Risk of Violent Behavior in Youth (PDF) | <strong>Addressing Risk of Violent Behavior in Youth (PDF)</strong> This PDF provides educators, friends, and family members with basic knowledge about violence in youth. Helps understand protective and risk factors associated with violent behaviors in youth. Provide basic knowledge about the connection of mental illnesses and violence. Provide information about mental illness in youth. Provide opportunities and strategies that teachers, family members, and friends can use to manage situations of concern. | Violence Prevention | Not Specified / Any | High, Young Adult | Not Specified / Any | English | Not Specified / Any | https://www.nasmhpd.org/content/addressing-intersecting-social-and-mental-health-needs-among-transition-aged-homeless-youth | |
87 | Advancement Via Individual Determination (AVID) | AVID is a non profit that provides powerful and proven teacher and leader professional development that results in the provision of a highly successful in-school academic support system of rigor for K-16 students which places underachieving high-risk students in a college preparatory program to prepare them to go to and succeed in college, career and life. AVID's 38+ year history of Students take rigorous courses and are provided with intensive and targeted support to ensure their success. AVID has consistently shown it can eliminate the college readiness gap for all subgroups of students. Parents become involved at a variety of levels. | Academic Support, Dropout Prevention | Inner City, Rural, Suburban, Tribal, Urban | Elementary, High, Middle, Young Adult | Tier 1, Tier 2 | English | African American/Black, Asian, Native Hawaiian/Pacific Islander | https://www.avid.org/ | |
88 | After a Suicide: A Toolkit for Schools, Second Edition | After a Suicide: A Toolkit for Schoolsassists schools in implementing a coordinated response to the suicide death of a student. Originally developed in 2011, the second edition includes new information and tools that middle and high schools can use to help the school community cope and reduce suicide risk. The toolkit was developed in collaboration with the American Foundation for Suicide Prevention and in consultation with national experts, including school-based administrators and staff, clinicians, researchers, and crisis response professionals. It is designed primarily for administrators and staff but can also be useful for parents and communities. Highlights of the second edition include: <ul> <li>Updated information on such topics as memorialization, social media, and contagion</li> <li>Updated resource lists</li> <li>A new tool to help with decision-making about memorials</li> <li>New examples of how different communities have addressed specific issues in responding to a suicide death</li> </ul> <div> <strong>Author:</strong>American Foundation for Suicide Prevention (AFSP) and Suicide Prevention Resource Center (SPRC) <strong>Year Published/Updated:</strong>2018 <strong>Resource Type:</strong>Guide/Toolkit </div> | Suicide Prevention | Inner City, Rural, Suburban, Tribal, Urban | Elementary, High, Middle, Young Adult | Tier 1, Tier 2 | English | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, White | http://www.sprc.org/resources-programs/after-suicide-toolkit-schools | |
89 | Al’s Pals: Kids Making Healthy Choices | An early childhood curriculum designed to increase the protective factor of social and emotional competence in young children and to decrease the risk factor of early and persistent aggression or antisocial behavior. | Social-Emotional Learning, Substance Use Prevention, Violence Prevention | Suburban, Urban | Elementary | Tier 1, Tier 2 | English, Spanish | African American/Black, American Indian/Alaska Native, Asian, Hispanic/Latino, Native Hawaiian/Pacific Islander, White | https://teachingstrategies.com/product/als-pals-social-emotional-learning-curriculum/ | |
90 | Al-Anon/Alateen Family Groups | An organization that offers support groups for families and friends of people with alcohol problems. | Family-Focused Program, Groups | Not Specified / Any | High | Not Specified / Any | English, French, Spanish | Not Specified / Any | https://al-anon.org/newcomers/teen-corner-alateen/ | |
91 | ALAS Dropout Prevention Program | The ALAS Dropout Prevention Model and ALAS Resilience Builder have been rigorously tested. These programs have been shown to increase school grades and credits. Both programs have been proven effective with special education students, English language learners and students from low-income communities. The ALAS Dropout Prevention Model and ALAS Resilience Builder offer extensive coaching and professional development geared to build permanent capacity for preventing school dropout and increasing student achievement in low performing schools and with at-risk students. The program is shown to build capacity of schools and staff to close the achievement gap of at-risk learners. ALAS Resilience Builder provides FREE training to permanently build teaching capacity to improve learning and long term performance of at-risk students. | Dropout Prevention | Inner City, Suburban, Urban | High, Middle | Tier 1, Tier 2, Tier 3 | English | Not Specified / Any | https://raiseinspiredkids.com/alas_program/index.php | |
92 | Alcohol Screening and Brief Intervention for Youth: A Practitioner's Guide | This guide is for health and mental health care professionals and others who manage the well-being of children and adolescents. It is not intended to be a handout for youth.If you manage the health and well-being of 9- to 18-year-olds, this Guide is for you. “Alcohol Screening and Brief Intervention for Youth: A Practitioner’s Guide” is designed to help health care professionals quickly identify youth at risk for alcohol-related problems. NIAAA developed the Guide and Pocket Guide in collaboration with the American Academy of Pediatrics, a team of underage drinking researchers and clinical specialists, and practicing health care professionals. | Substance Use Prevention | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://www.niaaa.nih.gov/publications/clinical-guides-and-manuals/alcohol-screening-and-brief-intervention-youth | |
93 | Allies in Diversity | This guide offers step-by-step advice on how to foster an Allies in Diversity student club devoted to social justice, equity, diversity, and multiculturalism, as well as creating a safe place for students most at risk of experiencing cruelty or bullying. Students in the program also learn to develop “upstander” skills to intervene in incidents of bullying. | Behavioral Health, Diversity, Equity, and Inclusion | Not Specified / Any | Middle | Not Specified / Any | English | Not Specified / Any | https://healthyschoolshub.org/resources/creating-an-allies-in-diversity-program/ | |
94 | American Foundation for Suicide Prevention- Colorado Chapter | As a part of AFSP’s growing nationwide network of chapters, we bring together people from all backgrounds who want to prevent suicide in our communities. Families and friends who have lost someone to suicide, vulnerable individuals, mental health professionals, clergy, educators, students, community/business leaders, and many others energize our chapter. Organizations may request information and/or presentations such as AFSP materials, Talk Saves Lives/Education, safeTALK, Mental Health First Aid, and ASIST. To make a request with the AFSP Colorado Chapter, please fill out our online AFSP Colorado Chapter Request Form. Thank you for your patience as you await a response. The AFSP Colorado Chapter is primarily made up of volunteers working to prevent suicide here in Colorado – and to provide support to those in our community who have been impacted by suicide. Hear from our volunteers on their involvement in the AFSP Colorado Chapter and its mission on our AFSP Colorado Chapter Videos page. | Suicide Prevention | Not Specified / Any | Not Specified / Any | Not Specified / Any | English | Not Specified / Any | https://afsp.org/chapter/afsp-colorado/ | |
95 | American Indian Life Skills Development | A school-based, culturally sensitive, suicide-prevention program for American Indian adolescents, also known as Zuni Life Skills Development. This program is rated Promising. Intervention students demonstrated a significantly higher level of suicide intervention skills. The intervention group showed significantly fewer feelings of hopelessness, however, there were no significant differences on measures of suicide probability and depression. | Suicide Prevention | Tribal | High | Tier 1, Tier 2 | English | American Indian/Alaska Native | https://www.amazon.com/American-Indian-Skills-Development-Curriculum/dp/0299149242 | |
96 | Anti-Defamation League - No Place for Hate | The No Place For Hate® campaign, coupled with ADL’s A WORLD OF DIFFERENCE® Institute training programs, are about change. No Place for Hate® provides leadership development to students in their schools by asking them to organize and lead their school community through events, activities, and workshops which increase awareness and education around the issues of diversity, respect and prejudice. The No Place For Hate® campaign’s anti-bias trainings are designed to reach the K-12 audiences and assist schools in setting a standard of respect for diversity and anti-bias efforts that will mobilize the school community to take action. | Bullying Prevention, Diversity, Equity, and Inclusion | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English | Not Specified / Any | https://mountainstates.adl.org/no-place-for-hate-info/ | |
97 | Applied Suicide Intervention Skills (ASIST) Training | ASIST is a 2-day training program that teaches participants how to assist those at risk for suicide. Although many healthcare professionals use ASIST, anyone 16 years or older can use the approach, regardless of professional background. ASIST workshops cost money to attend, with cost varying by training site. | Suicide Prevention, Training | Not Specified / Any | Adult, High, Young Adult | Not Specified / Any | English | Not Specified / Any | https://livingworks.net/training/livingworks-asist/ | |
98 | Ask Suicide-Screening Questions (ASQ) Toolkit | The Ask Suicide-Screening Questions (ASQ) Toolkit is a free resource for medical settings (emergency department, inpatient medical/surgical units, outpatient clinics/primary care) that can help nurses or physicians successfully identify youth at risk for suicide. The ASQ is a set of four screening questions that takes 20 seconds to administer. In an NIMH study, a “yes” response to one or more of the four questions identified 97% of youth (aged 10 to 21 years) at risk for suicide. By enabling early identification and assessment of young patients at high risk for suicide, the ASQ toolkit can play a key role in suicide prevention. | Assessment Tools, Suicide Prevention | Not Specified / Any | High, Middle, Young Adult | Not Specified / Any | Arabic, Chinese, Dutch, English, French, Hebrew, Italian, Japanese, Korean, Portuguese, Russian, Somali, Spanish, Vietnamese | Not Specified / Any | https://www.nimh.nih.gov/research/research-conducted-at-nimh/asq-toolkit-materials/index.shtml | |
99 | Athletes Targeting Healthy Exercise & Nutrition Alternatives (ATHENA) | ATHENA (Athletes Targeting Healthy Exercise and Nutrition Alternatives) is a scientifically proven program for female athletes. ATHENA addresses the connection between young women in sports, disordered eating behaviors and body shaping drug use. Its multiple components provide healthy sports nutrition and strength-training alternatives to the use of alcohol, illicit and performance-enhancing drugs. ATHENA is peer-led and gender specific. It is interactive, engaging and easy to implement by coaches during the sport season. | Mental Health, Social-Emotional Learning, Substance Use Prevention | Suburban | High | Tier 1 | English | Other, White | https://www.ohsu.edu/ortho/high-school-athlete-program | |
100 | BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) | The BASC-3 Behavioral and Emotional Screening System (BASC-3 BESS) offers a reliable, quick, and systematic way to determine behavioral and emotional strengths and weaknesses of children and adolescents in preschool through high school. | Assessment Tools | Not Specified / Any | Elementary, High, Middle | Not Specified / Any | English, Spanish | Not Specified / Any | https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/BASC-3-Behavioral-and-Emotional-Screening-System/p/100001482.html |