NaliniKIDS benefits a school community at every touchpoint.
NaliniKIDS benefits a school community at every touchpoint.
NaliniKIDS benefits a school community at every touchpoint.
NaliniKIDS benefits a school community at every touchpoint.
NaliniKIDS benefits a school community at every touchpoint.
Our supporters have a lot to say : )
Our supporters have a lot to say : )
Our supporters have a lot to say : )
Education Specialist
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“ My experiences with NaliniKIDS were life changing. From a teacher perspective, the lessons are seamless, practical, and valuable. The activities are designed in such a way that allows students and teachers the freedom to present and engage with the content in flexible, creative, and adaptive ways. The questions in the activities allow for rich discussions that encourage educators and students to deeply self-reflect."
School Counselor
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“This is a new and fresh way to help kids channel their energy and emotions. I've fallen in love with the program.”
“The NaliniKIDS curriculum is an excellent way to open up dialogue about challenging topics such as expressing emotions, bullying, gossiping, friendships, and more. It empowers students to speak up when feeling vulnerable, remain confident that they are enough, and reinforce that they are never alone.”
NaliniKIDS Parent
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NaliniKIDS Parent
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“My daughter and I are both introverted and we sometimes have trouble communicating with one another. The NaliniKIDS program is providing us with tools we can use to effectively communicate and understand one another better.”
NaliniKIDS Student
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“What I like most are the emotional workouts because they help me calm down. If ever in the future there is something bad happening, I can use the NaliniKIDS exercises to help me.”
NYC DEPARTMENT OF EDUCATION
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We've partnered with the largest Department of Education in the country.
We've partnered with the largest Department of Education in the country.
We've partnered with the largest Department of Education in the country.
We've partnered with the largest Department of Education in the country.
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NaliniKIDS has successfully served over 100,000 New York City students. From 2017–2019 NaliniKIDS was selected as the mandated social-emotional learning program for NYC's summer school program, Summer in the City. And in 2020, when the world changed suddenly, NYC educators used our programs, NaliniKIDS At Home and Subject of Self, to give their students an outlet to cope and process the impact of Covid-19 on their lives.
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The Department of Science, Technology, Engineering, and Math (STEM) at the NYC DOE and NaliniKIDS have shared a meaningful partnership for five years, which has inspired NaliniKIDS’ cohesive academic curriculum. STEM teachers enjoy using NaliniKIDS to help students make connections between their daily lives and academic subjects.
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NaliniKIDS has been selected as the mandated social emotional learning program for the NYC Summer in the City for 2017 and 2018. In 2017, NaliniKIDS successfully served over 33,000 New York City students.
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The Department of Science, Technology, Engineering, and Math (STEM) at the NYC DOE and NaliniKIDS have shared a meaningful partnership for four years, which has inspired NaliniKIDS’ cohesive academic curriculum. STEM teachers enjoy using NaliniKIDS to help students make connections between their daily lives and academic subjects.
NaliniKIDS students doing an emotional workout with myNEWS from Connect Collection: Volume 2. Learn more about our book collections here.
RESEARCH + RECOGNITION
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RESEARCH + RECOGNITION
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RESEARCH + RECOGNITION
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Research teams from Teachers College at Columbia University have conducted two independent evaluations of NaliniKIDS.
Research teams from Teachers College at Columbia University have conducted two independent evaluations of NaliniKIDS.
Research teams from Teachers College at Columbia University have conducted two independent evaluations of NaliniKIDS.
2016–17
The study conducted during the 2016–17 school year showed that consistent and broad engagement in NaliniKIDS may improve: empathy among students, peer relations, and opportunities for inclusion. NaliniKIDS was also found to be accessible and enormously meaningful to many members of the school’s community and that participating in the program over multiple years increased its impact.
2018–19
The study conducted during the 2018–19 school year showed that students reported a significant increase in prosocial behaviors (i.e. being helpful, sharing, caring, being kind) and teachers reported a significant decrease in students’ hyperactivity.
2016–17
The study conducted during the 2016–17 school year showed that consistent and broad engagement in NaliniKIDS may improve: empathy among students, peer relations, and opportunities for inclusion. NaliniKIDS was also found to be accessible and enormously meaningful to many members of the school’s community and that participating in the program over multiple years increased its impact.
2018–19
The study conducted during the 2018–19 school year showed that students reported a significant increase in prosocial behaviors (i.e. being helpful, sharing, caring, being kind) and teachers reported a significant decrease in students’ hyperactivity.
2016–17
The study conducted during the 2016–17 school year showed that consistent and broad engagement in NaliniKIDS may improve: empathy among students, peer relations, and opportunities for inclusion. NaliniKIDS was also found to be accessible and enormously meaningful to many members of the school’s community and that participating in the program over multiple years increased its impact.
2018–19
The study conducted during the 2018–19 school year showed that students reported a significant increase in prosocial behaviors (i.e. being helpful, sharing, caring, being kind) and teachers reported a significant decrease in students’ hyperactivity.
“By expanding access to the NaliniKIDS program we would be contributing to improved school climate, youth well-being, academic engagement, and improved health outcomes among our city’s children.”
“By expanding access to the NaliniKIDS program we would be contributing to improved school climate, youth well-being, academic engagement, and improved health outcomes among our city’s children.”
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Sonali Rajan, Ed.D., M.S. Department of Health and Behavior Studies, Teachers College, Columbia University
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Sonali Rajan, Ed.D., M.S. Department of Health and Behavior Studies, Teachers College, Columbia University
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