Consistent implementation of Project CLASS DECREASES student negative behavior, INCREASES positive behavior, and in turn, INCREASES academic teaching time and student learning.

Project CLASS is built on an extensive foundation of research studies that support the beneficial impact of social and emotional programs on academic performance, on-task behavior, and development of constructive relationships. It has been found that in classrooms teaching social skills, there is a decrease in behavior problems, and an increase in positive behaviors.  Students with more developed social skills had significantly greater academic growth as measured by the Iowa-Test of Basic Skills. (The Northeast Foundation for Children Study–1996-1998)

Results of a study published in July, 2015, which followed 753 kindergartners for 20 years, show that teacher-rated social competence in kindergarten was a consistent and significant indicator of both positive and negative future outcomes across all major domains: education, employment, criminal justice, substance use and mental health. (Robert Wood Johnson Foundation)

Specifically, “kindergarten students who are more inclined to exhibit ‘social competence’ traits—such as sharing, cooperating, or helping other kids—may be more likely to attain higher education and well-paying jobs. In contrast, students who exhibit weaker social competency skills may be more likely to drop out of high school, abuse drugs and alcohol, and need government assistance. This brief provides an overview of major findings from this study and implications for further action.” (D. Jones, M, Greenburg, M. Crowley 2015)

Research specific to Project CLASS shows that Project CLASS effectively develops social skills in children and effectively strengthens social skills teaching abilities in adults. (Mena 2001, 2005)

Click here to download the “Research Studies Supporting Project CLASS®
and the Teaching of Social and Emotional Skills” PDF.

In addition, since it began in 1997, Project CLASS has engaged in on-going evaluation of its programs. Feedback from users and outcome data are looped back for training and development purposes. Results show that:

Time spent by teachers dealing with student discipline problems

discipline issues

35% Decrease Disciplinary Time

“I have definitely seen improvements in the behavior of my students. Several of my children have really bloomed.” 1st grade Teacher

Time spent by teachers teaching academic content


teaching content

35% Increase                         Academic Teaching Time

“Now that the kids are behaving, I actually do more teaching and enjoy my job a whole lot more.” Kindergarten Teacher