Research & evidence
What informs our lessons
Nevada Loves Kids is research-informed youth enrichment. Evidence for other programs guides our design; our own pilot still needs evaluation.
Three takeaways
Good Behavior Game
A randomized classroom trial followed children into young adulthood and found reductions in suicidal thoughts and attempts (Wilcox et al., 2008).
What this means for us: This finding belongs to that program. It does not prove Nevada Loves Kids will have the same result.
MYRIAD mindfulness trial
Universal school mindfulness training did not improve adolescent mental health or well-being compared with normal provision (Kuyken et al., 2022).
What this means for us: Breathing and attention exercises are part of our toolkit, not a standalone answer or a guarantee of better mental health.
Other social-emotional learning research
Published studies of Roots of Empathy, Positive Action, and the Penn Resilience Program examine empathy, behavior, and depressive symptoms.
What this means for us: We study those findings and general teaching principles. We do not deliver or copy their proprietary curricula.
Education, not trauma treatment
CBITS and Bounce Back are clinical trauma treatments. We reference published findings about teaching coping skills, but do not copy, adapt, or deliver those treatments. Children are never asked to process trauma or disclose painful experiences.
Skills work alongside supportive adults, safe environments, education, and health services. We do not provide or replace all those supports, and children are not responsible for overcoming adversity alone.
Sources and study details
Wilcox, H. C., Kellam, S. G., Brown, C. H., Poduska, J. M., Ialongo, N. S., Wang, W., & Anthony, J. C. (2008). The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts. Drug and Alcohol Dependence, 95, S60–S73. This is the main RCT finding that the Good Behavior Game reduced later suicide ideation and attempts.
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R. M., Allwood, M., Aukland, L., Dunning, D., Casey, T., De Wilde, K., Haagensen, J., Lawlor, D. A., Lord, L., … MYRIAD Team (2022). Effectiveness and cost-effectiveness of universal school-based mindfulness training compared with normal school provision in reducing risk of mental health problems and promoting well-being in adolescence: the MYRIAD cluster randomised controlled trial. Evidence-Based Mental Health, 25(3), 99–109.
Centers for Disease Control and Prevention (CDC). WISQARS Leading Causes of Death Reports, 2023. Data on suicide as the second leading cause of death among children ages 10–14 and the doubling of rates over the prior decade.
Substance Abuse and Mental Health Services Administration (SAMHSA). National Survey on Drug Use and Health (NSDUH). Estimates that roughly 60% of youth with a major depressive episode do not receive mental health treatment.
Blueprints for Healthy Youth Development. Good Behavior Game program rating and review. An independent registry that rates preventive interventions based on evidence standards.
Stein, B. D., Jaycox, L. H., Kataoka, S. H., Wong, M., Tu, W., Elliott, M. N., & Fink, A. (2003). A mental health intervention for schoolchildren exposed to violence: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 42(3), 311–318. The main RCT of CBITS — a clinical trauma treatment we cite for its skills architecture only, not a program we deliver.
Schonert-Reichl, K. A., Kitil, M. J., & Levesque, C. (2012). Effectiveness and feasibility of the Roots of Empathy program. International Journal of Emotional Education, 4(2), 59–67. Independent evaluation of the empathy and aggression outcomes.
Beets, M. W., Flay, B. R., Vuchinich, S., Snyder, F. J., Acock, A. C., Li, K. K., Burns, K., Washburn, I. J., & Durlak, J. (2009). Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Health Behavior, 33(6), 676–686. RCT of the Positive Action program.
Brunwasser, S. M., & Gillham, J. E. (2008). A meta-analytic review of the Penn Resiliency Program's effect on depressive symptoms. Journal of Consulting and Clinical Psychology, 76(6), 1042–1054. Meta-analysis of 17 studies.