Theory And ResearchIt is both an accessible philosophy and a conceptual framework built upon the insight that individuals naturally grow and thrive when they consistently engage in positive, purposeful behavior.
Human behavior arises from a complex interplay between biology and the environment. Helping youth make sense of this complexity is both challenging and critically important, as understanding oneself is the essential first step toward shaping positive behaviors.
Guided by this understanding, each Positive Action title uses the same carefully sequenced and scaffolded six-unit design, enabling youth to progressively explore and internalize key concepts related to self-awareness, decision-making, and lasting personal growth.
The original work by Dr. Carol Gerber Allred has proven enduringly relevant and highly effective. The following founding statement remains the most detailed expression of the original intent:
Making healthy behavioral choices results in a feeling of self-worth. Individuals' actions, more than their thoughts or feelings, determine their self-concepts. Positive actions generate feelings of self-worth.
Therefore, persons, according to the Positive Action conceptual framework, determine their self-concepts by what they do. These individuals understand the principles involved in a healthy self-concept and are aware of its importance.
From this framework, Dr. Allred led a team of writers, editors, and artists on a multi-decadal effort to develop a comprehensive program that now spans Pre-Kindergarten through Grade 12. It remains one of the most researched student behavior programs ever developed.
Positive Action has undergone multiple rigorous randomized controlled trials meeting ESSA evidence standards at Tier 1 and Tier 2 levels. These trials were conducted in diverse U.S. regions, including South Carolina, Hawaii, and Chicago. In each trial, researchers consistently found statistically significant outcomes across key domains such as student behavior and academic achievement.
Combining self-report assessments, archival data analysis, and teacher observation, this extensive body of research clearly demonstrates Positive Action's effectiveness across diverse populations and settings.
One of the first observable effects of implementing Positive Action is a change in youth behavior. Even after just a few lessons, teachers and practitioners have reported nearly immediate effects.
Many educators credit this to the simple and relatable language that is introduced early in each title. Youth realize untapped insights into their own sense of self using self-concept as a construct that is easy to understand and internalize.
One of the most remarkable outcomes ever reported was a change in behavior towards violence. In one clinical trial, researchers observed an extraordinary 75% reduction in violent behavior in students. This was replicated in the Chicago trial, where researchers found a 36% reduction in attitudes toward violent behavior. Similarly, researchers identified a 51% reduction in bullying from implementing Positive Action.
One of the most remarkable outcomes ever reported was a change in behavior towards violence. In one clinical trial, researchers observed an extraordinary 75% reduction in violent behavior in students. This was replicated in the Chicago trial, where researchers found a 36% reduction in attitudes toward violent behavior. Similarly, researchers identified a 51% reduction in bullying from implementing Positive Action.
Schools and districts continue to grapple with elevated rates of chronic absenteeism, with many districts reporting rates approaching 25%. While there are many contributing factors to chronic absenteeism, school climate is largely considered to be a dominant influence. As attitudes and behaviors begin to improve, educators will see incremental improvements in school climate and culture. This was confirmed as researchers found that Positive Action reduced absenteeism by 15%. Researchers identified additional confirmatory data when they analyzed student suspension data.
Schools and districts continue to grapple with elevated rates of chronic absenteeism, with many districts reporting rates approaching 25%. While there are many contributing factors to chronic absenteeism, school climate is largely considered to be a dominant influence. As attitudes and behaviors begin to improve, educators will see incremental improvements in school climate and culture. This was confirmed as researchers found that Positive Action reduced absenteeism by 15%. Researchers identified additional confirmatory data when they analyzed student suspension data.
School suspensions are most commonly attributed to issues related to behavior, such as dissing behaviors (including disrespect, disobedience, disruptive, disorderly conduct, and inappropriate dress) and bullying. Using statistical analysis on pre-existing rates of suspensions in one trial, researchers compared the rates after implementation. Implementing Positive Action reduced school suspensions by 72%. This provides additional evidence that Positive Action can improve school climate and, as a result, reduce suspensions and absenteeism.
School suspensions are most commonly attributed to issues related to behavior, such as dissing behaviors (including disrespect, disobedience, disruptive, disorderly conduct, and inappropriate dress) and bullying. Using statistical analysis on pre-existing rates of suspensions in one trial, researchers compared the rates after implementation. Implementing Positive Action reduced school suspensions by 72%. This provides additional evidence that Positive Action can improve school climate and, as a result, reduce suspensions and absenteeism.
As student attitudes and behavior begin to change, teachers report an increase in overall instruction time. The theory may appear simple on the surface: As students' behavior becomes more positive, educators have to spend less time on classroom management and administrative reporting of behavior incidents.
This provides rationale for documented improvements in academic achievement; however, it does not fully account for other outcomes. This includes outcomes related to academic engagement, substance use, and physical health.
One out of every three eighth graders has a reading level "below basic," the lowest mark since the assessment was introduced 30 years ago. The results are even worse for younger students; four out of every 10 fourth graders is now "below basic.”
Newsweek, Confronting the Overlapping Literacy Crises in AmericaMany schools and districts struggle to improve elementary and secondary literacy proficiency despite decades of research and development efforts to improve instructional strategies and methodologies. This indicates a systemic issue that cannot be easily solved with technology, with profound consequences for society. Educators and policymakers must consider the quality of the learning environment as it affects the learning readiness of students.
While improvements in learner readiness contributed to this effect, Positive Action lesson content includes embedded Language Arts activities that contribute to literacy efforts. A formal content analysis confirmed a high level of correlation to Language Arts standards with widespread embeddings. A 2008 review conducted by EdGate, LLC found that, on average, a Positive Action lesson contains an average of seven Language Arts standards per lesson. This was confirmed with a second review by EdGate in 2019.
In contrast to Language Arts, Positive Action contains little to no math content. Despite no explicit math content or instruction, Positive Action improved math scores by 51%. These results were later confirmed with a 21% improvement in a subsequent trial. This is additional confirmation that when implemented with fidelity, Positive Action has the capacity to improve Learning Readiness academic motivation among students.
In contrast to Language Arts, Positive Action contains little to no math content. Despite no explicit math content or instruction, Positive Action improved math scores by 51%. These results were later confirmed with a 21% improvement in a subsequent trial. This is additional confirmation that when implemented with fidelity, Positive Action has the capacity to improve Learning Readiness academic motivation among students.
Using state-level school quality assessment results, researchers found statistically significant results for improving school climate in proven metrics. By comparing the assessment results between control and program schools, researchers found that improvements in school quality were consistent across stakeholder groups, including teachers, students, and parents.
Using state-level school quality assessment results, researchers found statistically significant results for improving school climate in proven metrics. By comparing the assessment results between control and program schools, researchers found that improvements in school quality were consistent across stakeholder groups, including teachers, students, and parents.
The Positive Action framework is designed to affect intellectual, emotional, and physical well-being. With replicated and validated results for both intellectual and emotional, another team of researchers looked for outcomes in the physical domain. What they found were statistically significant results for substance use prevention and overall improvement in physical health.
The Positive Action framework is designed to affect intellectual, emotional, and physical well-being. With replicated and validated results for both intellectual and emotional, another team of researchers looked for outcomes in the physical domain. What they found were statistically significant results for substance use prevention and overall improvement in physical health.
In multiple studies, Positive Action was found to greatly improve attitudes and behaviors towards substance use. Implementing Positive Action reduced reported substance use by students by a remarkable 80%. As researchers started to detail specific substances, they found that Positive Action reduced alcohol consumption by 69%. Researchers also found a 50% reduction in cannabis use as a result of implementing Positive Action. Additional validation was found in a 47% reduction in tobacco use with the implementation of Positive Action.
The ability of the Positive Action program to reduce substance use among youth at these rates has far-reaching implications and represents one of the most effective policy options for preventive health instruction. Additional research into the physical domain provides evidence of effectiveness for another important public health matter.
View all improved and reduced Outcomes with a full list. Expand the list.
As nations continue to grapple with rising rates of obesity among youth, the policy response has included increased awareness campaigns and improved food labeling and lunch quality. At the root of the issue remains a matter of personal motivation, peer and family influences, and scarcity of nutritious food.
As part of an 8-year longitudinal study, researchers collected survey data from participating students. In addition to behavioral data, the trial employed trained data collectors to collect height and weight data of each student. Analysis found significant differences in the groups’ Body Mass Index (BMI) scores.
in program participants when compared to the control group.
This outcome was also corroborated by group differences in health behaviors. Researchers found statistically significant results for a variety of attitudes related to eating, exercise, and sleep habits. These outcomes provide additional evidence for a high-level correlation to national Health Education standards such as SHAPE America. These results have profound implications for public health policy as very few solutions exist that are both evidence-based and cost-effective.
The broad spectrum of research outcomes from Positive Action has garnered the interest of public policy analysts at numerous institutions. The most respected of these authorities is the Washington State Institute for Public Policy Learning Readiness, a non-partisan, independent authority established by the Washington State legislature to perform unbiased analysis on select policy options. Utilizing a proven methodology to reliably estimate the benefit-cost of policy and program options, WSIPP determined that Positive Action returned more than an 18,200% return on investment (ROI). The institute further calculated that implementing Positive Action has a 97% chance of producing results that exceed the costs. This research and analysis are essential for governments of all sizes as they provide policymakers with quantifiable benefits that are not apparent at first glance. These findings demonstrate the remarkable potential of Positive Action to provide immense long-term and compounding public benefits with real cost savings.
Columbia University's comprehensive analysis, "The Economic Value of Social and Emotional Learning," highlights further tangible economic and social impacts from Positive Action not fully captured by prior benefit-cost evaluations. Notably, Columbia analysts quantified reductions in bullying, a critical social and educational issue, and found substantial economic value in Positive Action's effectiveness. By reducing bullying (effect size = 0.38), Positive Action led to an estimated 18 fewer bullying-related missed school days per participant group over three years, resulting in measurable economic benefits. Columbia researchers emphasized that their monetized figures represent conservative, lower-bound estimates. Thus, actual economic and social returns from Positive Action are likely substantially greater than formally assessed benefit-cost ratios suggest. Columbia University's analysis of Positive Action research outcomes is just one of many credible third-party validation publications.
The research findings and the associated peer-reviewed journal articles have been reviewed and evaluated by leading authorities across the globe. In the U.S., federal and state-based agencies have completed a variety of analyses across a range of evaluation domains.
Considered the world's pre-eminent authority for evaluating studies, the U.S. Department of Education's What Works Clearinghouse (WWC) not only performs evaluations but has developed and standardized robust evaluation protocols with an established working group to maintain the protocol and procedures at the highest level of rigor. To improve the readability of findings, WWC developed a 100-point scale called the Improvement Index, with a maximum positive score of 50 and a maximum negative score of -50.
The WWC found significant effects for Positive Action in the following domains:Positive Action remains as one of only a few educational programs to have been reviewed by WWC and have validated outcomes in both academic and behavior domains.
In 2017, the Wallace Foundation , a national philanthropic organization that seeks to improve learning and enrichment for disadvantaged children, commissioned a report to evaluate the evidence of various education programs. It awarded the commission to the RAND Corporation , a premier global policy think tank, known for providing critical research and analysis to address complex public policy challenges.
The evaluation methodology relied on seven outcome constructs: Intrapersonal Competencies, Interpersonal Competencies, Academic Achievement, Academic Attainment, Disciplinary Outcomes, Civic Attitudes and Behavior, School Climate and Safety.
Analysts found that PA was the only one of 68 programs reviewed to have validated findings in all seven constructs. The analysis found a total of 24 positive, statistically significant outcomes, with no negative findings. A summary of these findings is provided in the accompanying table:
In addition to rigorous evaluations by the WWC and RAND Corporation, Positive Action's research base has been reviewed, validated, and broadly endorsed by multiple additional independent authorities, agencies, and government-sponsored entities. Each evaluation further underscores the proven effectiveness and credibility of Positive Action interventions in diverse contexts, educational and community settings, juvenile justice prevention efforts, youth development initiatives, and international educational environments.
Notably, Blueprints for Healthy Youth Development, a recognized leader in the evaluation of evidence-based youth interventions, has designated Positive Action among programs meeting stringent empirical standards for effectiveness, replicability, and sustainability.
Similarly, the U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention (OJJDP) has included Positive Action as an effective program validated through rigorous, independent analysis for reducing risk factors associated with delinquency and crime.
Educational leadership groups, like the Council for Administrators of Special Education (CASE), have also recognized Positive Action, affirming its value in strengthening academic, behavioral, and character outcomes for students, including those with specialized needs.
Positive Action is also recognized by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an evidence-based SEL program, meeting rigorous criteria and standards for effectiveness across educational contexts. Positive Action was inducted in the original cohort of SELect designees.
Dozens of state-level education and public health agencies across the U.S. have repeatedly vetted and adopted Positive Action, attesting to its alignment with evidence-based and policy-driven priorities aimed at improving student well-being, educational achievement, and public health outcomes.
Internationally, Positive Action has also earned independent recognition and verification, including approval by the Education Endowment Foundation (EEF) in collaboration with the Early Intervention Foundation (EIF) in the United Kingdom—a highly respected authority dedicated to assessing evidence in educational programs—and official endorsement in Australian educational contexts, reflecting its globally relevant effectiveness across different cultural and policy jurisdictions. Collectively, these validations provide strong external affirmation of the findings across diverse populations and Positive Action’s alignment with rigorous evidence-based standards required by policymakers and educators worldwide.
As stakeholders begin to evaluate Positive Action for various roles, it remains important to understand how Positive Action achieves its effects. While it started as an academic exercise, it now embodies a broad spectrum of established science, extending from its pedagogical roots as a comprehensive curriculum to encompass effective professional development informed by proven implementation science. These individual concepts form a cohesive theory that provides evaluators with methodologies for future evaluation.
The Theory of Triadic Influence (TTI) is now considered the most relevant and accurate Theory of Change to account for all of the observed, verified and replicated outcomes of Positive Action.
TTI is an integrated theory that describes various “streams of influence” as applicable factors in determining the nature of human behavior within the context of school settings. It further explains behaviors that feed back and alter the original condition that caused the behavior.
Understanding TTI is not a prerequisite for understanding Positive Action as a framework, philosophy, or curriculum. TTI provides researchers and practitioners with a Theory of Change, which is essential for understanding the moderating influences that affect implementation and, thus, its outcomes.
Of particular interest to researchers is the durability of outcomes; do the changes persist after programming? A rigorous longitudinal evaluation conducted in a large Southeastern U.S. school district provided compelling evidence for the long-term durability of Positive Action impacts. Archival data spanning middle school through high school for students who had only received Positive Action in elementary school continued to show benefits persisting in the years after receiving Positive Action.
Results included substantial academic gains, up to 45% improvements in standardized reading scores compared to matched controls, as well as significant reductions (between 20%-75%) in violence incidents, suspensions, truancy, and dropout rates. Notably, researchers found stronger effects in higher-risk social contexts (i.e., high-poverty schools with higher proportions of minority students).
A more recent study partially replicated these exceptional longitudinal outcomes. Positive Action demonstrated significant, measurable enhancements across multiple school-quality indicators, including safety, parent-student-teacher engagement, satisfaction, and professional collaboration. One year after trial completion, Positive Action schools significantly exceeded both control groups and statewide averages in overall school quality as independently rated by teachers, parents, and students.
These sustained effects resulted in consistent moderate-to-large improvement across key indicators, reinforcing evidence that Positive Action creates sustainable, lasting impacts on school climate and student well-being, even within schools initially at greater social and economic disadvantage.
Collectively, these findings underscore Positive Action’s capacity for creating enduring multi-dimensional impacts, making it an especially meaningful investment for policymakers and education leaders seeking durable solutions with substantial long-term societal benefits.
Much has been documented about Positive Action’s impact on individual behavior and its potential for transformative effect on institutional culture. Yet, beyond evidence and frameworks, there lies a simpler, deeper truth: that each of us inherently possesses the potential to engage in positive actions. The curriculum provides a critical bridge, giving educators and youth a common language and clear pathways to understand concepts that might otherwise seem abstract or difficult to articulate.
Ultimately, the powerful idea behind Positive Action is as intuitive as it is profound: cultivating positive behavior resonates universally, tapping directly into our fundamental, shared human impulse to do what is meaningful and right. You do not need high philosophy to understand or embrace that truth, just the shared human experience of growth, community, and connection.
Don’t just take our word for it, the research speaks for itself. With over 40 years of validation and proven results across diverse populations, Positive Action is the evidence-based program you can trust to deliver real, measurable outcomes.
Contact us for detailed study results and implementation guidance.
