PATHS Elementary Curriculum is a school curriculum intervention for children aged between 6 and 12 years. It is delivered by teachers to classes of children in 30 to 55 sessions per school year.
The information above is as offered/supported by the intervention provider.
7 to 11 years old
Group
Child outcomes:
UK available
UK tested
PATHS Elementary Curriculum is a school curriculum intervention for children aged between 6 and 12 years, which is designed to promote emotional and social competencies and reduce aggression and behaviour problems in elementary school-aged children, while simultaneously enhancing the educational process in the classroom.
PATHS Elementary is delivered by teachers to classes of children in 30 to 55 sessions per school year of between 20 to 30 minutes duration each.
The PATHS Elementary Curriculum provides teachers with systematic, developmentally based lessons, materials, and instructions for teaching their students emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills. Lessons incorporate discussion, role-playing, storytelling, worksheets, and games, and teachers model and reinforce social skills throughout the school day. Parents are also engaged with the intervention through newsletters and homework assignments to be completed with their children.
PATHS Elementary Curriculum content covers identifying and labelling feelings, expressing feelings, assessing the intensity of feelings, managing feelings, understanding the difference between feelings and behaviours, delaying gratification, controlling impulses, reducing stress, self-talk, reading and interpreting social cues, understanding the perspectives of others, using steps for problem-solving and decision-making, having a positive attitude towards life, self-awareness, non-verbal communication skills, and verbal communication skills.
6 to 12 years
School children between the ages of 6 and 12
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Children’s emotional awareness, self-control (self-regulation), and interpersonal problem-solving skills are key mediators of socially competent outcomes (low behaviour problems, good mental health, good peer relations, and engagement in learning at school).
Science-based assumption
Children’s ability to understand and discuss emotions is related to the development of communication skills, and is affected by socialisation practices.
Science-based assumption
All children aged 6 to 12 in a school environment.
Intervention
The PATHS Curriculum is focused on teaching students skills to:
Become more aware of and be able to label their own emotions
Be able to take others’ points of view and assess others’ emotions
Use new strategies for self-control (regulation) to be able to calm down
Use new interpersonal problem-solving strategies to develop and carry out effective plans for interpersonal and school-related challenges.
Short-term
Children will have better accuracy in labelling and discussing their own and others’ emotions
Children will be better able to calm down and self-regulate when upset or distressed, they will have improved abilities to describe interpersonal problems and generate and carry out effective solutions and they will be able to communicate positively with peers and adults.
Medium-term
Improved social and emotional competence
Improved engagement and attention in the classroom.
Long-term
Children will show lower rates of behaviour problems, and lower rates of internalising problems.
Children between the ages of 6 and 12 years in a school setting.
PATHS Elementary Curriculum is delivered to classes of children in 30 to 55 sessions of 20 to 30 minutes’ duration each by one practitioner.
Teachers lead interactive sessions incorporating discussion, role-playing, storytelling, worksheets, and games, to teach emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills.
The practitioner who delivers this intervention is a teacher.
The practitioners have 14 hours of intervention training. Booster training of practitioners is recommended.
It is recommended that practitioners are supervised by one intervention developer supervisor.
Intervention fidelity is maintained through the following processes:
Contact person: Mairead Ewart
Organisation: Barnardo’s
Email address: mairead.ewart@barnardos.org.uk
Website: www.pathseducation.co.uk
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
PATHS Elementary’s most rigorous evidence comes from two RCTs. The first was conducted in the United States and is consistent with Foundations’ Level 3 evidence strength threshold, and the second was conducted in Switzerland and is consistent with Foundations’ Level 2+ evidence strength threshold.
Study 1 identified statistically significant reductions in teacher reported conduct problems and child reported aggressive social problem solving, hostile attribution bias, and aggressive interpersonal negotiation strategies, as well as improved academic competence and motivation over time.
Study 2 identified reduced teacher and parent reported aggressive behaviour, reduced teacher reported impulsivity/ADHD, and reduced child reports of police contact.
PATHS Elementary can be described as evidence based: it has evidence from at least one rigorously conducted RCT or QED demonstrating a statistically significant positive impact on at least one child outcome, as well as at least one more RCT or QED.
Reduced hostile attribution bias
Long-term, 2 years later
Improvement index
Interpretation
Study
Reduced aggressive interpersonal negotiation strategies
Long-term, 2 years later
Improvement index
Interpretation
Study
Increased academic competence and motivation
Long-term, 2 years later
Improvement index
Interpretation
Study
Increased academic competence and motivation
Long-term, 2 years later
Improvement index
Interpretation
Study
Reduced aggressive social problem-solving
Long-term, 2 years later
Improvement index
Interpretation
Study
Reduced conduct problems
Long-term, 2 years later
Improvement index
Interpretation
Study
Reduced impulsivity/ADHD
Improvement index
Interpretation
Study
Reduced prevalence of police contacts
Improvement index
Interpretation
Study
| Identified in search | 12 |
| Studies reviewed | 6 |
| Meeting the L2 threshold | 3 |
| Meeting the L3 threshold | 1 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 8 |
| Study design | Cluster RCT |
| Country | United States |
| Sample characteristics | Approximately 779 students from 14 schools across three school districts |
| Race, ethnicities, and nationalities |
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| Population risk factors |
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| Timing |
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| Child outcomes |
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| Other outcomes | None |
| Study rating | 3 |
| Citations | 1a: Crean, H. F. & Johnson, D. B. (2013) Promoting Alternative Thinking Strategies (PATHS) and elementary school aged children’s aggression: Results from a cluster randomized trial. American Journal of Community Psychology. 52, 56–72. 1b: Ruby, A. and Doolittle, E. (2010) Efficacy of schoolwide programs to promote social and character development and reduce problem behaviour in elementary school children. Social & Character Development Research Consortium and Institute of Education. |
| Study design | Cluster RCT |
| Country | Switzerland |
| Sample characteristics | 1,675 second graders in 56 Swiss elementary schools |
| Race, ethnicities, and nationalities | Not reported |
| Population risk factors | 45% of children had both parents of non-Swiss nationality |
| Timing |
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| Child outcomes |
|
| Other outcomes | None |
| Study rating | 2+ |
| Citations | Study 2a: Malti, T., Ribeaud, D. & Eisner, M. P. (2011) The effectiveness of two universal preventive interventions in reducing children’s externalizing behavior: A cluster randomized controlled trial. Journal of Child Clinical and Adolescent Psychology. 40, 677–692. Study 2b: Averdijk, M., Zirk-Sadowski, J., Ribeaud, D. & Eisner, M. (2016) Long-term effects of two childhood psychosocial interventions on adolescent delinquency, substance use, and antisocial behavior: A cluster randomized controlled trial. Journal of Experimental Criminology. 12, 21–47. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
Barnardo’s. (2015) PATHS® programme for children in Northern Ireland: Executive summary.
Conduct Problems Prevention Research Group. (2010) The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting and Continuing Psychology. 78 (2), 156–168.
Goossens, F., Gooren, E., de Castro, B. O., Van Overveld, K., Buijs, G., Monshouwer, K., … & Paulussen, T. (2012) Implementation of PATHS through Dutch municipal health services: A quasi-experiment. International Journal of Conflict and Violence. 6 (2), 234–248.
Greenberg, M. T., Kusche, C. A., Cook, E. T. & Quamma, J. P. (1995) Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum. Development and Psychopathology. 7, 117–136.
Greenberg, M. T. & Kusché, C. A. (1998) Preventive intervention for school-aged deaf children: The PATHS Curriculum. Journal of Deaf Studies and Deaf Education. 3, 49–63.
Hindley, P. & Reed, R. (1999) Promoting Alternative Thinking Strategies (PATHS) mental health promotion with deaf children in school. In S. Decker, S. Kirby, A. Greenwood & D. Moores (Eds.), Taking children seriously. Cassell Publications.
Humphrey, N., Barlow, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., … & Calam, R. (2016) A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Journal of School Psychology. 58, 73–89.
Kam, C., Greenberg, M. T. & Kusché, C. A. (2004) Sustained effects of the PATHS Curriculum on the social and psychological adjustment of children in special education. Journal of Emotional and Behavioral Disorders. 12, 66–78.
Kam, C., Greenberg, M. T. & Walls, C. T. (2003) Examining the role of implementation quality in school-based prevention using PATHS Curriculum. Prevention Science. 4, 55–63.
Little, M., Berry, V., Morpeth, L., Blower, S., Axford, N., Taylor, R., Bywater, T., Lehtonen, M. & Tobin, K. (2012) The impact of three evidence-based programmes delivered in public systems in Birmingham, UK. International Journal of Conflict and Violence. 6 (2), 260–272.
Malti, T., Ribeaud, D., & Eisner, M. (2012. Effectiveness of a universal school-based social competence program: The role of child characteristics and economic factors. International Journal of Conflict and Violence. 6, 249–259.
McMahon, R. J. & Canal, N. (1999) Initial impact of the fast track prevention trial for conduct problems: II. Classroom effects. Journal of Consulting and Clinical Psychology. 67 (5), 648–657.
Novak, M., Mihic, J., Bašic, J. & Nix, R. L (2017) PATHS in Croatia: A school-based randomised-controlled trial of a social and emotional learning curriculum. International Journal of Psychology. 52 (20), 87–95.
Schonfeld, D. J., Adams, R. E., Fredstrom, B. K., Weissberg, R. P., Gilman, R., Voyce, C., Tomlin, R., … Speese-Linehan, D. (2015) Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning. School Psychology Quarterly. 30, 406–420.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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