Program Design and Implementation Support
Raising Healthy Children, a school-wide approach designed for use with students in kindergarten through sixth grade, incorporates school, family, and individual programs to create a caring community of learners. The classroom component, Get-Alongs, includes eight classroom-based units with daily lessons and activities that span an eight-month period (approximately one unit per month). Academic integration strategies and recommended literature are also included. Teacher workshops on classroom management, instructional strategies, and social and emotional learning impact teacher practices in the classroom and throughout the school. School-wide implementation teams and ongoing coaching also facilitate this school-wide approach. Family involvement occurs through homework assignments that are part of the Get-Alongs units, family workshops, outreach, and other family activities. Initial training for Raising Healthy Children typically lasts one to three days and is required. Full implementation and training spans a three-year period. Raising Healthy Children offers a train-the-trainer system to support sustainability.
Evidence of Effectiveness
Raising Healthy Children has been evaluated in a large (n=938) randomized control trial that included summer camps and after-school tutoring, as well in-home services for students with behavioral or academic needs. The initial evaluation followed students over a 1.5- year period. Follow-up evaluations to measure substance use were conducted nine years later.
Catalano, R. F., Mazza, J. J., Harachi, T. W., Abbott, R. D., Haggerty, K. P., & Fleming, C. B. (2003). Raising healthy children through enhancing social development in elementary school: Results after 1.5 years. Journal of School Psychology, 41, 143-164.
Haggerty, K. P., Fleming, C. B., Catalano, R. F., Harachi, T. W., & Abbott, R. D. (2006). Raising Healthy Children: Examining the impact of promoting healthy driving behavior within a social development intervention. Prevention Science, 7, 257-267.
Harachi, T. W., Abbott, R. D., Catalano, R. F., Haggerty, K. P., & Fleming, C. B. (1999). Opening the black box: Using process evaluation measures to assess implementation and theory building. American Journal of Community Psychology, 27, 711-731.