Positive Action is a school-based intervention for children aged 4 to 15 years. It is delivered by teachers to primary and secondary school classrooms on an ongoing basis. The intervention aims to support social and emotional learning by helping students to develop positive behaviours and attitudes.
The information above is as offered/supported by the intervention provider.
6 to 9 years old
Group
Positive Action is a school-based intervention targeting children aged between 4 and 15 years old to promote social and emotional learning.
It helps students develop positive behaviours and attitudes through lessons focused on six key areas: self-concept, healthy actions for body and mind, interpersonal skills, self-management, continuous self-improvement, and honesty.
In the ‘self-concept’ topic, pupils learn the core idea that positive actions create positive feelings, reinforcing a cycle where thoughts influence actions and emotions. In the ‘positive actions for body and mind’ topic, lessons teach healthy habits, problem-solving, decision-making, curiosity, and creativity. In ‘positive actions for getting along with others’, pupils are encouraged to develop empathy, kindness, cooperation, and effective communication. In ‘positive actions for managing oneself ’ skills taught include self-control, time management, and managing personal resources. In ‘positive actions for self-improvement’, pupils practice goal setting, persistence, and turning challenges into opportunities. In ‘positive actions for honesty’, lessons promote honesty with oneself and others, emphasising responsibility and accountability.
Delivered by teachers using structured lesson plans, sessions include engaging activities such as role-playing, discussions, music, games, and creative projects to foster emotional growth and wellbeing.
4 to 14 years old
This intervention is a universal intervention targeting participating school students
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
Reduced internalising and externalising problems improve the chances of positive child development, academic achievement, and success in life.
Science-based assumption
Positive self-concept, self-management, control, and regulation skills, problem-solving and decision-making skills, prosocial attitudes and skills, honesty with self and others, goal-setting, planning for the future, and persistence to reach one’s goals all protect children and youth from internalising problems (anxiety, depression) and externalising behaviours (disruptive behaviour, violence, substance use).
Science-based assumption
All children in primary and secondary school.
Intervention
Positive Action:
Teaches young people positive actions that help youth feel better about themselves and intrinsically motivate them
Creates a positive school climate that is supportive of positive behaviours by teachers and students
Engages parents and the broader community in supporting/reinforcing positive behaviours by youth.
Short-term
Youth have measurably better self-concept, self-control, decision-making, prosocial attitudes and skills, honesty, and goal-setting skills.
Medium-term
Reduced symptoms of anxiety and depression
Fewer externalising behaviours (disruptive behaviours, violence, and substance use)
Increased child engagement at school
More positive health behaviours (physical activity, nutrition)
Improved peer-relations and prosocial behaviours
Improved school attendance and academic achievement.
Long-term
Reduced anxiety and depression in adolescence and adulthood
Reduced externalising behaviours in adolescence and adulthood
Improved long-term academic and employment outcomes.
Students 4 to 15 years old in participating schools.
Positive Action is delivered by one teacher, to classrooms of children and young people.
The K-6 curriculum (5 to 11 years old) is delivered in 140 sessions of 15-minute duration. The Grade 7 to 8 curriculum (12 to 13 years old) is delivered in 82 sessions of 15-minute duration each (21 hours total). The Grade 9 to 12 (14 to 17 years old) curriculum is delivered in 132 sessions of 15-minute duration each (33 hours total).
Positive Action sessions follow a structured curriculum covering six core topics across grade levels:
Activities include role-playing, discussions, music, games, journaling, and more, engaging pupils in social and emotional learning.
The practitioner who delivers this intervention is a classroom teacher (or counsellor, facilitator, or specialist).
The practitioners have a half day to a full day of intervention training. Booster training of practitioners is recommended. Additional training components (i.e. family and community components) add another half to full day of training.
It is recommended that practitioners are supervised by one host-agency supervisor, with one full day of intervention training.
Intervention fidelity is maintained through the following processes:
Organisation: Positive Action
Email address: info@positiveaction.net
Website: https://www.positiveaction.net/
*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.
Positive Action’s most rigorous evidence comes from two RCTs conducted in the United States consistent with Foundations’ Level 3 evidence strength threshold.
The first study identified statistically significant reductions in serious violence-related behaviours, and in lifetime prevalence of substance use.
The second study identified statistically significant reductions in serious violence-related behaviours, sexual activity, and lifetime substance use.
Positive Action can be described as evidence-based: it has evidence from at least one rigorously conducted RCT or QRD demonstrating a statistically significant positive impact on at least one child outcome, as well as at least one more RCT or QED.
Reduced serious violence-related behaviours
Immediately after the intervention (study 1)
Improvement index
Interpretation
Study
Reduced sexual activity
Improvement index
Interpretation
Study
Reduced lifetime prevalence of substance use
Immediately after the intervention
Improvement index
Interpretation
Study
Reduced lifetime substance use
Improvement index
Interpretation
Study
| Identified in search | 12 |
| Studies reviewed | 2 |
| Meeting the L2 threshold | 2 |
| Meeting the L3 threshold | 2 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 10 |
| Study design | Cluster RCT |
| Country | United States |
| Sample characteristics | This study involved approximately 510 primary school children aged 8 to 9 years old |
| 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 | Li, K.-K., Washburn, I., DuBois, D. L., Vuchinich, S., Ji, P., Brechling, V., Day, J., Beets, M. W., Acock, A. C., Berbaum, M., Snyder, F. & Flay, B. R. (2011) Effects of the Positive Action programme on problem behaviors in elementary school students: A matched-pair randomised control trial in Chicago. Psychology & Health. 26 (2), 187–204. |
| Study design | Cluster RCT |
| Country | United States |
| Sample characteristics | This study involved primary school children between 6 and 8 years old from 20 public elementary schools in Hawaii. The final sample consisted of 1,714 children with parental consent. |
| Race, ethnicities, and nationalities |
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| Population risk factors |
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| Timing |
|
| Child outcomes |
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| Other outcomes | None |
| Study rating | 2+ |
| Citations | Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F., Acock, A., Burns, K., Washburn, I. J. & Durlak, J. (2009) Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health. 99 (8), 1–8. |
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.
Flay, B. R. (2010) The Positive Action family program: A pilot randomized trial and replication. (Unpublished report, Oregon State University).
Flay, B. R. (2012) Randomized evaluation of the Positive Action pre-K program (Unpublished manuscript).
Flay, B. R. & Allred, C.G. (2003) Long-term effects of the Positive Action Program. American Journal of Health Behavior. 27 (Supplement 1), S6–S21.
Flay, B. R. & Slagel, M. (2006) The Positive Action family program: A pilot randomized trial. (Unpublished manuscript).
Flay, B. R., Allred, C. G. & Ordway, N. (2001) Effects of the Positive Action Program on achievement and discipline: Two matched-control comparisons. Prevention Science. 2 (S1), S21–S33.
Guo, S., Wu, Q., Smokowski, P.R., Bacallao, M., Evans, C. B. R. & Cotter, K. L. (2015) A longitudinal evaluation of the Positive Action Program in a low-income, racially diverse, rural county: Effects on self-esteem, school hassles, aggression, and internalizing symptoms. Journal of Youth and Adolescence. 44 (11), 2337–2358.
Oakes, W. P., Lane, K. L., Cox, M., Magrane, A., Jenkins, A. & Hankins, K. (2012) Tier 2 supports to improve motivation and performance of elementary students with behavioral challenges and poor work completion. Education and Treatment of Children. 35 (4), 547–584.
Schmitt, S. A., Flay, B. R. & Lewis, K. (2014) A pilot evaluation of the Positive Action prekindergarten lessons. Early Child Development and Care. 184 (2), 71–90.
Smokowski, P. R., Guo, S., Wu, Q., Evans, C. B. R., Cotter, K. L. & Bacallao, M. (2016) Evaluating dosage effects for the Positive Action Program: How implementation impacts internalizing symptoms, aggression, school hassles, and self-esteem. American Journal of Orthopsychiatry. 86 (3), 310–322.
Washburn, I. J., Acock, A., Vuchinich, S., Snyder, F., Li, K.-K., Ji, P., Day, J., DuBois, D. L. & Flay, B. R. (2011) Effects of a social-emotional and character development program on the trajectory of behaviors associated with character development: Findings from three randomized trials. Prevention Science. 12 (3), 314–323.
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.
Preventing obesity and promoting healthy physical development: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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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