Research indicates that social-emotional development in young children is critical for school readiness and that school-age children achieve greater academic success when a social-emotional learning (SEL) is taught in conjunction with the core academic curriculum. Social-Emotional Learning curricula promote development of age-appropriate social and emotional skills, prevent development of emotional and behavioral problems, and facilitate early intervention when young children demonstrate challenging behavior or delays in social emotional development. Many programs also include strategies for responding to bullying and cyberbullying.
Positive Behavior Intervention And Supports
REACH is a Positive Behavioral Intervention and Supports (PBIS) school.
PBIS is a systemic approach to proactively developing positive, school-wide behaviors among all students. It has been implemented in thousands of schools in more than 40 states and has shown dramatic reductions in disciplinary interventions and increases in academic achievement. PBIS applies evidence-based practices that decrease problem behavior and establish a positive school culture. Within the PBIS framework, faculty and staff develop clearly defined expectations and consequences for student behaviors that are consistent across the school. The expected behaviors are explicitly taught, practiced, and reinforced.
The matrix of positive behaviors expected of all REACH students is available here: REACH PBIS Matrix.
REACH employs the Second Step Violence Prevention Curriculum, a research-based and developmentally appropriate program for PreK through Grade 8 which has received the highest rating (5 stars) from the U.S. Department of Education. Building on social-emotional strengths that students already possess, Second Step concurrently aims to decrease risk factors while increasing protective factors. The curriculum is taught one lesson per week by the classroom teacher to all students in the class.