Toolbox Project is a simple and practical metaphor directing children to the experience and awareness of 12 innate Tools that already exist inside them. Opening the door to authentic relationship to self and others, Toolbox Project naturally encourages social equity through empathy, understanding, and 12 skills or practices to navigate the complexities of everyday life.
It’s a Kindergarten through sixth grade social and emotional learning (SEL) program that builds and strengthens children’s inherent capacity for resilience, self-mastery and empathy for self and others through its curricula, methods, and strategies.
The power of Toolbox Project resides in the moment-to-moment invitation to the “common language'' and ""practices"" of Toolbox Project. A strength/asset-based vocabulary shared among children, educators, and parents that gives children their own solutions using the 12 strategies and practices of Toolbox Project.
Last reviewed: 2023
Intended Outcomes:
Improve student behavior and social–emotional skills in the domains of:
- Intrapersonal Strength
- Interpersonal Strength
- Affective Skills
- School Climate
Continuum of Care:
Universal Prevention
Topic Areas:
Anxiety, Behavioral Health/Mental Health, Disruptive Behaviors, Trauma
Ages:
Childhood (4-12)
Geographic Locations:
Rural, Urban
Delivery Settings:
Community-Based, School-Based
Cultural Considerations:
No research found involving diverse populations
Audience:
All children grades K-6.
Credentials:
This program is facilitated by educators, therapists/counselors, and administrators.
Manuals:
Yes
Is Training Required?
Yes, see developer info
Who can provide the required training?
Please visit the following site for more training information: https://toolboxproject.com/nationaltoolboxtrainings
Program Costs (materials, training, etc.):
Yes, refer to program website
Program/Practice Website:
https://toolboxproject.com
Relevant Published, Peer-Reviewed Research:
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Shapiro, V. B., Lee, J., & Kim, B. K. E. (2023). TOOLBOX effects on K-2 student growth in social-emotional competence: Evidence from a quasi-experimental study. Contemporary School Psychology, 27(1), 198-213.
