Comprehensive programs begin at an early age and continue in a developmentally appropriate sequence through high school. Such an approach realistically addresses problems at their psychosocial roots. Destructive behaviors develop in part from a complex web of familial, economic, and cultural circumstances. These factors are part of the fabric of life and difficult to attack. Yet strategies that help children develop the resilience to cope adaptively with modern-day stresses can be effective, and it is there that schools need to focus their efforts.
Many educators claim to provide instruction that enhances social and emotional learning.
But most base their efforts only on intuition and struggle independently, with little support. Moreover, programs that address these issues too often are relegated to second-class status. Conn. While the project continues to evolve, its fundamental features should capture the attention of policymakers. It was launched to coordinate all prevention efforts into one comprehensive strategy with the goal of building a K-12 curriculum and activity sequence that nurtures the positive development of all children. The program has been implemented through broad collaboration among teachers, parents, administrators, and community leaders, who make it possible for children to receive the support, guidance, and nurturing that make positive development a reality.