The Leadership Skills Curriculum

Enhance Your Students' Leadership Abilities

About Us

The Leadership Skills Curriculum is a school-based preventive intervention program designed to equip young adolescents and teens with essential leadership skills that will help them become better leaders and individuals. Our comprehensive program is specifically structured to facilitate ease of facilitation and support school staff participation and sustainability.

Our Program

Our manual contains 41 lessons that have been field-tested with thousands of students since 1998 in Title 1 public schools, refined for optimum effectiveness and student engagement. As a research-based program included on several model program lists, such as the CASEL SELect Programs, Office of Juvenile Justice and Delinquency Prevention (OJJDP), and the National Registry of Evidence-based Programs & Practices (NREPP), we guarantee to provide your students and staff with the best program to enhance their leadership skills.

With our program, you can expect improved conflict resolution skills, reduced disciplinary incidents, and increased student engagement and motivation. Our program has been proven to have positive outcomes for both middle and high school students. 


Research and Results

Learn More About How The Leadership Program Can Help

Middle school students who participated in The Leadership Program's Violence Prevention Project (VPP) reported less frequent use of negative conflict-resolution skills, such as verbal aggression, physical aggression, and antisocial behaviors. Additionally, they reported slower growth in normative or tolerant beliefs about aggression compared to their peers in the comparison group. Moreover, they had a better growth rate for supportive peer behaviors compared to middle school students in the comparison group.

High school students who participated in the VPP also reported less frequent use of negative conflict-resolution skills, such as verbal aggression and physical aggression, and antisocial behaviors, compared to their peers in the comparison group. In addition, they reported increased academic self-concept, which was statistically significant.

Guess Who I Am

  • Objective
    • Students will identify positive attributes about themselves.
  • Summary
    • Students share with the class positive information about themselves in the form of a game.
  • AIM
    • What are some positive things about me?
  • Standards
    • CCSS – RI.7, W.4, SL.1, SL.2, SL.4, L.6
    • SEL – Self-Awareness, Self-Management, Social Awareness
Student Drawing Close Up

Learn More about SEL Programming

Comparing Middle and High School CASEL

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