Youth reported positive perceived impacts on healthy relationships (77 percent) and on self-regulation and decision-making (62–66 percent)¶

Claim · All claims
Evidence · 1 study (3 entries) · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 77 percent of youth reported being more likely to better understand what makes a relationship healthy, and 63 percent to talk to a trusted adult if someone made them uncomfortable. → Nakamoto 2025 q2 i? 66 percent reported being more likely to think about consequences before making a decision and 62 percent to manage their emotions in healthy ways. → Nakamoto 2025 (2) q2 i? Only 37 percent reported being more likely to talk with their parent, guardian, or caregiver about sex. → Nakamoto 2025 (3)

Evidence¶

Nakamoto 2025¶

Nakamoto, J., Carter, C., & Russo, S. (2025). Implementation and impact of the Project With curriculum in juvenile justice facilities and group homes. WestEd. https://eric.ed.gov/?id=ED673580

q2 · i? · design · r2

Exit-survey impact items (sample sizes 171 to 172) on healthy relationships. "77 percent of the Project With participants reported that the curriculum made them" more likely to better understand what makes a relationship healthy; 63 percent said the same for talking to a trusted adult if someone made them uncomfortable or hurt them.

"77 percent of the Project With participants reported that the curriculum made them “much more likely” or “somewhat more likely” to better understand what makes a relationship healthy."

Nakamoto 2025 (2)¶

Nakamoto, J., Carter, C., & Russo, S. (2025). Implementation and impact of the Project With curriculum in juvenile justice facilities and group homes. WestEd. https://eric.ed.gov/?id=ED673580

q2 · i? · design · r2

Exit-survey impact items on self-regulation and decision-making (sample sizes 170 to 171). "66 percent of the youth reported that they were" more likely to think about consequences before making a decision; 62 percent reported being more likely to manage their emotions in healthy ways.

"66 percent of the youth reported that they were “much more likely” or “somewhat more likely” to think about the consequences before making a decision as a result of participating in Project With."

Nakamoto 2025 (3)¶

Nakamoto, J., Carter, C., & Russo, S. (2025). Implementation and impact of the Project With curriculum in juvenile justice facilities and group homes. WestEd. https://eric.ed.gov/?id=ED673580

q2 · i? · design · r2

Exit-survey item on talking with parents about sex (n = 171 to 172). "only 37 percent of the youth reported that the curriculum made them" more likely to have such conversations, which the authors attribute to the curriculum's focus on relationships rather than sex and to limited youth-parent contact in this population.

"only 37 percent of the youth reported that the curriculum made them “much more likely” or “somewhat more likely” to talk with their parent, guardian, or caregiver about sex."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Youth most positively reported Project With's impact on goal setting, with 81 percent saying it made them more likely to make plans to reach their goals — related
• Educator social-emotional competency and wellbeing contribute to warm student-teacher relationships and to trusted adults who model stress management for students — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Youth reported a mixed pattern of impact on the success sequence: 60–61 percent were more likely to plan a steady full-time job before having a child or marrying, but only 28–35 percent were more likely to plan to delay sexual intercourse until milestones — related
• Trauma-informed practices such as safe environments and positive relationships can mitigate the effects of trauma and promote resilience — related
• Imparting simple facts of sex is insufficient; instruction must be given in a vital, dynamic way by teachers who understand childhood and youth — related