Real and evidence-based in everything we do
Your schools need resources they can trust. At moozoom, we’re proud of the fact that all of our content is based on the latest K-12 learning standards and anchored in evidence-based practices and research in the fields of psychology and pedagogy.
Built for schools - with the needs of students and teachers in mind.
100% CASEL Framework alignment
The Collaborative for Academic, Social, and Emotional Learning (CASEL) describes five core SEL competencies. moozoom is 100% aligned to each.
Why CASEL standards?
Academic performance almost always increases.
Students who participated in SEL content aligned to CASEL standards showed achievement gains of 11 percentile points on average.
(Source: CASEL meta-analysis of 213 studies involving 270,000+ students, 2011.)
Students report positive outcomes years after graduation.
Research suggests quality SEL programming can have a positive impact on students up to 18 years later, on a range of issues, from emotional distress to personal conduct to drug use.
(Source: CASEL meta-analysis of 82 research studies involving 100,000 students worldwide, 2017.)
A systemic approach to SEL
moozoom is a proponent of CASEL’s efforts to align SEL policies, resources and actions. If you work in a U.S.-based school or district, go here to see what steps are being taken in your state.
We support the creation of SEL Benchmarks
Research suggests that student learning benchmarks (or standards) may increase the likelihood that students will receive better instruction in Social Emotional Learning (SEL), experience improved school connectedness, and become better learners (Osher & Kendziora, 2008 and Jones & Bouffard, 2012).
Read moreWe support ASCA Student Standards
The American School Counselor Association publishes its Mindsets & Behaviors for Student Success. ASCA says these standards promote “the knowledge skills and attitudes students need to achieve academic success, college and career readiness and social-emotional development".
Read moreAcademic performance almost always increases.
Students who participated in SEL content aligned to CASEL standards showed achievement gains of 11 percentile points on average.
(Source: CASEL meta-analysis of 213 studies involving 270,000+ students, 2011.)
Students report positive outcomes years after graduation.
Research suggests quality SEL programming can have a positive impact on students up to 18 years later, on a range of issues, from emotional distress to personal conduct to drug use.
(Source: CASEL meta-analysis of 82 research studies involving 100,000 students worldwide, 2017.)
A systemic approach to SEL
moozoom is a proponent of CASEL’s efforts to align SEL policies, resources and actions. If you work in a U.S.-based school or district, go here to see what steps are being taken in your state.
We support the creation of SEL Benchmarks
Research suggests that student learning benchmarks (or standards) may increase the likelihood that students will receive better instruction in Social Emotional Learning (SEL), experience improved school connectedness, and become better learners (Osher & Kendziora, 2008 and Jones & Bouffard, 2012).
Read moreWe support ASCA Student Standards
The American School Counselor Association publishes its Mindsets & Behaviors for Student Success. ASCA says these standards promote “the knowledge skills and attitudes students need to achieve academic success, college and career readiness and social-emotional development".
Read moreZero in on student health and well-being
Set up a 30-min. call to learn about our research practices. Discover how our video-based content was created to engage students and meet teachers’ needs.
Book nowEvidence leads to better outcomes — in school and in life
When it comes to student mental health and well-being, classroom lessons mean little unless they produce positive outcomes. At moozoom, our research team is deeply involved in the creation of every module that we build, with one goal: ensuring students develop the skills they need to succeed — in school and in life.
Recent projects
Completed: Learning First Charter Public School
Not all SEL programs are created equal. See how moozoom is creating positive outcomes for K-6 students and teachers in Worcester, Ma
Read moreIn-progress: Stanford Research Institute
moozoom is committed to evidence-based research. We are currently partnering with the Stanford Research Institute to develop a pre and post survey to demonstrate the effectiveness of our approach in classrooms.
Read moreCompleted: Learning First Charter Public School
Not all SEL programs are created equal. See how moozoom is creating positive outcomes for K-6 students and teachers in Worcester, Ma
Read moreIn-progress: Stanford Research Institute
moozoom is committed to evidence-based research. We are currently partnering with the Stanford Research Institute to develop a pre and post survey to demonstrate the effectiveness of our approach in classrooms.
Read more
Growing up is hard. moozoom prepares students for the real world.
How it works
In video modeling, a student takes an experiential journey through a video or a film, in which a character performs a specific behavior to facilitate learning. moozoom’s theory of change and pedagogy rests with the idea that the most powerful way to teach behavioral change is through the observation of real behavior. Thus, moozoom represents SEL aligned behaviors in live action videos which leads to rapid comprehension of SEL concepts and SEL skill acquisition.
- Downer, J.T., Williford, A.P., Bulotsky-Shearer, R.J. et al. Using Data-Driven, Video-Based Early Childhood Consultation with Teachers to Reduce Children’s Challenging Behaviors and Improve Engagement in Preschool Classrooms. School Mental Health 10, 226–242 (2018).
- Video Self-Modeling and Cooperative Classroom Behavior in Children with Learning and Behavior Problems: Training and Generalization Effects Cecilia Lonnecker, Michael P. Brady, Robert McPherson and Jacqueline Hawkins Behavioral Disorders, pp. 24-34 (11 pages)
The power of video-based modeling
Our cinematic-quality videos and immersive classroom modules are designed to help students model positive behavior.
Help students navigate everyday challenges
Our research-based modules and teaching materials were designed to help students build self-confidence and expertly navigate difficult social realities, including bullying, fear of being judged, rejection, adapting to change, accepting ‘No’, low self-esteem and more.
Bullying
1 out of every 5 students reports being bullied.
(Source: National Center for Education Statistics .)
Students who are bullied often demonstrate
- Declining test scores
- A growing dislike for school
- Low self-confidence
(Source: Journal of Educational Psychology , 2017)
More Research
- An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective, 2016. Read more.
- Bullying at School and Mental Health Problems Among Adolescents: A Repeated Cross-Sectional Study, 2021. Read more.
- Effects of Bullying Forms on Adolescent Mental Health and Protective Factors: A Global Cross-Regional Research Based on 65 Countries, 2022. Read more.
How moozoom can help
Module 2 explores the choices students face when they either witness or are the victims of bullying and learn strategies to report and/or cope with the abuse.
Explore moduleFear of being judged
Fear of negative evaluation is positively correlated to social anxiety in adolescents.
(Source: Eastern Illinois University , 2019)
Students who exhibit a fear of being judged demonstrate
- Heightened anxiety
- Social avoidance
- Negative reactions
(Source: Hunt, Leslie, Eastern Illinois University , 2019)
How moozoom can help
Module 5 covers children’s need to be accepted by their peers and the challenges of being yourself when faced with peer pressure. It covers the fear of being judged by a friendship group.
Explore moduleRejection
As many as 20% of all elementary-age students report feeling rejected by their peers.
(Source: Frontiers in Psychology , 2016)
Students who exhibit signs and feelings of rejection demonstrate
- Loneliness
- Poor academic performance
- Social anxiety
(Source: Reference Module in Biomedical Sciences, Science Direct, 2021)
More Research
- Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters, 2017. Read more.
- Emotional Responses to Interpersonal Rejection, 2015. Read more.
- Relationship Between Sense of Rejection, Academic Achievement, Academic Efficacy, and Educational purpose in High School Students, 2016. Read more.
How moozoom can help
In Module 1, a student experiences rejection from a friend without explanation. The student, Daniel, learns to express how he is feeling and develop responsible coping mechanisms to address the problem.
Explore moduleSelf-esteem
Self-esteem in a broad-spectrum approach for mental health promotion.
Students who experience low-self esteem may demonstrate
- Disparaging remarks
- Self-blame
- Propensity for ‘giving up’
(Source: American Psychological Association, Mental Health Primer, 2022)
More Research
- Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model, 2021. Read more.
- Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States, 2011. Read more.
- Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm, 2021. Read more.
How moozoom can help
Module 4 covers children’s self-esteem. Self-esteem is the foundation of children’s psychological balance. It is a protective factor against mental health issues, including other things. So, it’s really important that children can maintain high self-esteem even if they are struggling at school.
Explore moduleAdapting to change
Adaptability is defined as “appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty.”
Students who struggle to adapt to change may demonstrate
- Disengagement from school
- A lack of satisfaction in life
- Low levels of self-confidence
(Source: Journal of Educational Psychology, 2013)
More Research
- Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion, 2021. Read more.
- The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement, 2018. Read more.
- Adapting to the Changing Needs of Adolescents: Parenting Practices and Challenges to Sensitive Attunement, 2017. Read more.
How moozoom can help
Module 1 covers change and the difficulties elementary and middle school-aged children might face when trying to adapt to it. Change is an integral part of children’s lives. As such, it’s important that they learn how to handle it from an early age.
Explore moduleAccepting ‘No’
Being told “no” can be difficult for some children, especially young children and children with developmental challenges, to accept. This lack of acceptance can often result in negative behavior.
Students who struggle to accept ‘No’ may demonstrate
- Verbal defiance
- Physical disruptions
- Threats or physical aggression
(Source: Journal of Applied Behavioral Analysis, 2011)
More Research
- Using Self-Management Procedures to Improve Classroom Social Skills in Multiple General Education Settings, 2006. Read more.
- Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure, 2017. Read more.
- Effects of Classwide Self-Management Intervention on Second Grade Students’ Social Skills in Physical Education, 2011. Read more.
How moozoom can help
Module 3 covers how children react to being told no. Having to submit to their parents’ decisions or decisions made by other authority figures (at school or elsewhere) is an ever-present challenge for children aged 6 to 13.
Explore moduleBullying
1 out of every 5 students reports being bullied.
(Source: National Center for Education Statistics .)
Students who are bullied often demonstrate
- Declining test scores
- A growing dislike for school
- Low self-confidence
(Source: Journal of Educational Psychology , 2017)
- An Exploration of Effects of Bullying Victimization From a Complete Mental Health Perspective, 2016. Read more.
- Bullying at School and Mental Health Problems Among Adolescents: A Repeated Cross-Sectional Study, 2021. Read more.
- Effects of Bullying Forms on Adolescent Mental Health and Protective Factors: A Global Cross-Regional Research Based on 65 Countries, 2022. Read more.
How moozoom can help
Module 2 explores the choices students face when they either witness or are the victims of bullying and learn strategies to report and/or cope with the abuse.
Explore moduleFear of being judged
Fear of negative evaluation is positively correlated to social anxiety in adolescents.
(Source: Eastern Illinois University , 2019)
Students who exhibit a fear of being judged demonstrate
- Heightened anxiety
- Social avoidance
- Negative reactions
(Source: Hunt, Leslie, Eastern Illinois University , 2019)
How moozoom can help
Module 5 covers children’s need to be accepted by their peers and the challenges of being yourself when faced with peer pressure. It covers the fear of being judged by a friendship group.
Explore moduleRejection
As many as 20% of all elementary-age students report feeling rejected by their peers.
(Source: Frontiers in Psychology , 2016)
Students who exhibit signs and feelings of rejection demonstrate
- Loneliness
- Poor academic performance
- Social anxiety
(Source: Reference Module in Biomedical Sciences, Science Direct, 2021)
- Understanding Rejection between First-and-Second-Grade Elementary Students through Reasons Expressed by Rejecters, 2017. Read more.
- Emotional Responses to Interpersonal Rejection, 2015. Read more.
- Relationship Between Sense of Rejection, Academic Achievement, Academic Efficacy, and Educational purpose in High School Students, 2016. Read more.
How moozoom can help
In Module 1, a student experiences rejection from a friend without explanation. The student, Daniel, learns to express how he is feeling and develop responsible coping mechanisms to address the problem.
Explore moduleSelf-esteem
Self-esteem in a broad-spectrum approach for mental health promotion.
Students who experience low-self esteem may demonstrate
- Disparaging remarks
- Self-blame
- Propensity for ‘giving up’
(Source: American Psychological Association, Mental Health Primer, 2022)
- Self-Esteem and Academic Engagement Among Adolescents: A Moderated Mediation Model, 2021. Read more.
- Self-Esteem and Academic Achievement: A Comparative Study of Adolescent Students in England and the United States, 2011. Read more.
- Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm, 2021. Read more.
How moozoom can help
Module 4 covers children’s self-esteem. Self-esteem is the foundation of children’s psychological balance. It is a protective factor against mental health issues, including other things. So, it’s really important that children can maintain high self-esteem even if they are struggling at school.
Explore moduleAdapting to change
Adaptability is defined as “appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty.”
Students who struggle to adapt to change may demonstrate
- Disengagement from school
- A lack of satisfaction in life
- Low levels of self-confidence
(Source: Journal of Educational Psychology, 2013)
- Adaptability Promotes Student Engagement Under COVID-19: The Multiple Mediating Effects of Academic Emotion, 2021. Read more.
- The Role of School Adaptation and Self-Concept in Influencing Chinese High School Students’ Growth in Math Achievement, 2018. Read more.
- Adapting to the Changing Needs of Adolescents: Parenting Practices and Challenges to Sensitive Attunement, 2017. Read more.
How moozoom can help
Module 1 covers change and the difficulties elementary and middle school-aged children might face when trying to adapt to it. Change is an integral part of children’s lives. As such, it’s important that they learn how to handle it from an early age.
Explore moduleAccepting ‘No’
Being told “no” can be difficult for some children, especially young children and children with developmental challenges, to accept. This lack of acceptance can often result in negative behavior.
Students who struggle to accept ‘No’ may demonstrate
- Verbal defiance
- Physical disruptions
- Threats or physical aggression
(Source: Journal of Applied Behavioral Analysis, 2011)
- Using Self-Management Procedures to Improve Classroom Social Skills in Multiple General Education Settings, 2006. Read more.
- Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure, 2017. Read more.
- Effects of Classwide Self-Management Intervention on Second Grade Students’ Social Skills in Physical Education, 2011. Read more.
How moozoom can help
Module 3 covers how children react to being told no. Having to submit to their parents’ decisions or decisions made by other authority figures (at school or elsewhere) is an ever-present challenge for children aged 6 to 13.
Explore moduleTeachers say moozoom engages students and makes supporting student well-being & mental health easier