The Be CALM (Cool, Attentive, Logical, and Mature) intervention is guided by a theory of change that intentionally targets self-regulatory processes in need of support and development during early adolescence: immature cognitive controls, increased emotionality and stress reactivity, and responsivity to peers. This approach, which is delivered by teachers in health education classes and addresses required curricula objectives, targets both cognitive and emotional self-regulation, engaging teachers in providing “co-regulation” supports, and leveraging positive peer dynamics. The IES research grant was awarded to Drs. Desiree Murray (PI) and Jill Hamm (co-PI) at the University of North Carolina at Chapel Hill. Dr. Leslie Babinski served as PI of the Duke University subcontract.
The goal of the Promoting Self-Regulation to Enhance Social, Behavioral, and Academic Adjustment in Middle School study (R305A170172) was to develop and test an intervention for middle schoolers targeting core self-regulation skills that are foundational for social-emotional, behavioral, and academic competence.