This is a group teaching approach used in school environments for adolescents who are vulnerable to collective pressure. The aim is to interrupt groupings between adolescents with delinquent tendencies and to promote educational activities and positive social skills training that lead to safe relationships.
The program is implemented by the teacher and follows five components:
1) Positive interdependence;
2) Individual accountability;
3) Mentoring in collaborative skills;
4) High levels of face-to-face interaction; and
5) Group process evaluation.

This is a brief group intervention based on Cognitive Behavioral Therapy and focused on problem-solving for pregnant teenagers. The aim is to reduce school dropout and meet the needs of teenage mothers.
The intervention is implemented by education professionals and focuses on the training of social and emotional and stress management skills, addressing good academic performance and the completion of studies as fundamental elements for stability and self-sufficiency.
The program lasts eight weeks and is structured in weekly sessions that follow three segments:

It is a mediation program to deal with conflicts inside and outside the school, as well as working towards drug-free school environments. The aim is to reduce violence and encourage the adoption of disciplinary sanctions to boost school performance.

This is a mediation program to deal with conflicts inside and outside the school, as well as working towards drug-free school environments. The aim is to reduce violence and encourage the adoption of disciplinary sanctions to boost school performance.

This is a multi-component intensive intervention school program for students at a high risk of school failure. The aim is to improve academic performance, increase high school graduation and college entrance rates, stimulate engagement with the school environment, and reduce behavioral problems.
The intervention includes mentoring activities, life skills training, preparation for university, leadership training, and financial education. The program lasts four years, throughout high school.

This is a program to monitor children and their parents in preparation for their first educational cycle through a positive teaching system and behavior change strategies.
The service takes place at school, focusing on early literacy and math skills, self-regulation, and social skills.

This is a program for preschool educators to help develop social and emotional competencies and emerging literacy skills in the classroom.
Four specific language and literacy skills are worked on: vocabulary, syntax, phonological awareness and knowledge. And four social and emotional skills: prosocial behavior; emotional understanding; self-control; and social problem-solving skills.
The three basic components of REDI training include an interactive reading program, a set of “sound games”, among other activities.

This is a school organizational restructuring program focused on students who are in the process of transitioning from primary to secondary school. The aim is to reduce isolation and problematic behaviors while increasing responsibility and the ability to learn rules.
The program has two components:
1) Restructuring the physical and social environment of secondary school by creating smaller learning environments where students stay in small groups;

This is a school violence prevention program for students aged 12 to 16. The aim is to encourage the development of conflict resolution skills through communication, active listening and decision-making, questioning beliefs, and reinforcing that aggression is seen as an unacceptable way to solve a problem.
Program components include topics such as:
1) Leadership;
2) Self-affirmation;
3) Cooperation, vision, and imagination;
4) Conflict management;
5) Self-concept;
6) Group dynamics; and
7) Social responsibility.

This is a school program for the cognitive, social, emotional, and physical development of preschool and kindergarten children. The aim is to develop executive functions and emotional self-regulation skills, as well as to improve academic performance and prosocial behaviors in early childhood.
The program is implemented by trained teachers through targeted strategies, such as promoting make-believe play and eveloping the ability to focus.