Conscious Discipline provides organizational and teaching practices approaches to SEL. It includes programming for grades PreK-5 and demonstrates evidence of effectiveness at PreK. Translated materials for Conscious Discipline are available in Spanish.
Strategies supporting educational equity
Conscious Discipline offers strategies for working with bias. This includes training for adults to examine bias and understand how it creates barriers to authentically connecting with students, assessing students SEL needs, and responding to conflict constructively and impartially.
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- Instructional practices
- Relationship building
- Positive classroom management
- SEL generalization
- Shared agreements
- Student voice
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- Systemic support for SEL
- Adult SEL
- Student supports
- Student Voice
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- Family Intervention Component
- School Involvement
- Activities and Resources for Home
- Individualized Communication
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- Onsite in-person training
- Virtual training
- Offsite training
- Train the trainer model
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- Administrator support
- Coaching
- Technical assistance
- Professional Learning Communities (PLCs)
- Online resource library
- Self-report tools for monitoring implementation
- Observational tools
- Tools for measuring student success
Evidence of effectiveness
Results from a quasi-experimental (QE) evaluation conducted in the 2012-2013 academic year (unpublished report from 2014) supported the effectiveness of the Conscious Discipline program for preschool students. In sum, these evaluations included 1,386 Pre-K students in three states (approximately 90% African American and 69% Hispanic; approximately 53% from households with incomes under $25,000). This evaluation found that students receiving the Conscious Discipline program showed significantly greater growth in teacher-reported social skill behaviors, observer-reported classroom behaviors, school readiness, and both teacher- and parent-reported social emotional skills than the control group (outcomes reported approximately 36 weeks after baseline, while controlling for outcome pretest). Additionally, teachers implementing and receiving training on the Conscious Discipline program showed improvement in their teaching practices. More specifically, in comparison to the control group, Conscious Discipline-implementing teachers demonstrated significantly greater: self-reported personal SEL skills development and use of positive classroom structures, rituals, and routines; observer-reported use of positive discipline strategies; and both observer- and self-reported positive emotional climate.
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Evidence shown in grades Pre-KSchool characteristics -
- Urban
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- Southeast
- Southwest
- Midwest
Student characteristics - Black / African American
- Hispanic / Latinx
- Low income
Percentage Low Income - Approximate percentage of students from households with incomes under $25,000: 53%
Study design type - QE
Greater than 350 students included in study design type - Yes
Multiple school districts included at study design type - Yes
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- Improved academic performance
- Reduced emotional distress
- Improved identity development and agency
- Reduced problem behaviors
- Improved school climate
- Improved school connectedness
- Improved social behaviors
- Improved teaching practices
- Improved other SEL skills and attitudes
How does Conscious Discipline support SEL implementation across multiple settings?
“Conscious Discipline has trained and continues to be practiced in settings that reach far beyond the classrooms, schools and centers that are traditional havens for SEL. Conscious Discipline is currently implemented within the juvenile justice system, adoption agencies, prison programs for incarcerated parents, and domestic abuse shelters.”
Get info and pricing on the provider’s website
Go to Provider SiteReferences
- Accepted by CASEL
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Rain, J.S. (2014). Conscious Discipline Research Study Findings. Rain & Brehm Consulting Group. Unpublished Manuscript.
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