RAD and Acceptance and Commitment Therapy (ACT): A Values-Based, Evidence-Informed Approach to Social-Emotional Learning (SEL)

Understanding RAD: A Values-Based Approach to Social-Emotional Learning

The Foundation of RAD in SEL

This post is a bit more of a technical read for those interested in the theory behind RAD: how RAD is a values-based approach built on the theory of Acceptance and Commitment Therapy and SEL.

RAD is a Social-Emotional Learning (SEL) program. More specifically, it is a values-based extension of SEL that builds on established SEL goals while offering a unique and intentional framework for achieving them. RAD aligns closely with the five core competencies outlined by the Collaborative for Academic, Social, and Emotional Learning (CASEL): self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are widely used as an organizing framework for evidence-based SEL programs and have been shown to support students’ affective, cognitive, and behavioral development (Lawson et al., 2019).

What makes RAD distinctive is not what it aims to develop, but how it organizes and teaches these skills using a values-based approach. Rather than treating SEL as a collection of separate strategies, RAD unifies SEL learning around a central principle: helping youth take action in line with what matters to them. In this way, RAD does not replace SEL—it deepens it by providing a coherent, theory-driven structure grounded in behavioral science.

What Is Acceptance and Commitment Therapy (ACT)?

Acceptance and Commitment Therapy (ACT; pronounced like the word act) is a behavioural approach grounded in contextual behavioural science. ACT is often described as a “third-wave” cognitive-behavioural therapy because it builds on traditional CBT while shifting how individuals relate to their internal experiences (Hayes et al., 2006).

Like traditional CBT, ACT is concerned with improving functioning and reducing suffering. However, rather than making emotional comfort the primary goal, ACT focuses on developing psychological flexibility. This is the ability to remain present, open up to thoughts and feelings, and engage in meaningful, values-guided action, even when internal experiences are difficult (Hayes et al., 2012).

In traditional CBT, individuals are often taught to challenge, reframe, or refute unhelpful thoughts to change how they feel and behave. In contrast, ACT teaches that thoughts and feelings are normal human experiences, but not always reliable guides for behaviour. The emphasis shifts from controlling internal experiences to changing one’s relationship with them.

The ACT Hexaflex: Six Core Processes

ACT is commonly represented by the Hexaflex, which describes six interrelated processes that support psychological flexibility (Hayes et al., 2006):

The Hexaflex*

1. Present-moment awareness

2. Acceptance

3. Cognitive defusion

4. Self-as-context

5. Values

6. Committed action

   
   

How RAD Aligns With the ACT Hexaflex

RAD translates the six ACT processes into three developmentally appropriate, classroom-friendly skills: Recognize, Accept, and Do.

• Recognize teaches students to notice thoughts, emotions, body sensations, and urges as they arise. This supports present-moment awareness and defusion and self-as-context skills, helping students understand that they are more than what they think or feel.

  
  

• Accept teaches students how to respond to discomfort without avoidance or struggle. Students learn that uncomfortable thoughts and feelings can exist without needing to be fixed before taking action. This reflects ACT’s emphasis on acceptance and reduced experiential avoidance.

  
  

• Do focuses on identifying values and taking action that aligns with them. Students learn to connect daily choices to the type of person they want to be, reinforcing values clarification and committed action.

  

  RAD and the Hexaflex*

  
  

Together, RAD offers a simplified, developmentally appropriate translation of psychological flexibility for school settings.

Effects of ACT-Informed Programs With Youth in Schools

School-based ACT interventions—both universal and targeted—have demonstrated improvements in psychological flexibility, reductions in experiential avoidance, and decreases in emotional distress, including anxiety and stress symptoms (Burckhardt et al., 2017; Takahashi et al., 2020). A systematic review of ACT interventions in secondary schools found overall positive effects on student well-being, with modest effect sizes consistent with universal prevention approaches (Knight & Samuel, 2022).

Large school-based randomized controlled trials have also reported reductions in psychological inflexibility and improvements in emotional functioning among adolescents receiving ACT-based interventions (Van der Gucht et al., 2017). Beyond emotional outcomes, ACT-informed programs target processes closely linked to school functioning, including persistence, engagement, and values-consistent decision-making. Targeted ACT-informed interventions have also demonstrated improvements in school attendance and participation among students experiencing anxiety and avoidance (Petersen et al., 2023).

RAD Within a Tiered Approach to SEL and Student Support

RAD is designed first and foremost as a universal (Tier 1) SEL approach. Within a multi-tiered system of supports, high-quality universal instruction is essential. It establishes shared language, foundational skills, and common expectations that all students can access. Effective Tier 1 instruction is the foundation upon which targeted (Tier 2) and individualized (Tier 3) supports depend.

When universal SEL instruction is explicit, coherent, and developmentally appropriate, it ensures that essential concepts and skills are broadly understood. This shared foundation increases the effectiveness of later targeted work by ensuring students already have exposure to key ideas and strategies (Durlak et al., 2011; Jones & Bouffard, 2012).

RAD lessons intentionally serve this foundational role by explicitly teaching awareness, acceptance, and values-based action. This ensures students develop a baseline understanding of how thoughts, emotions, and behavior interact, making subsequent targeted supports more efficient and meaningful.

Universal Does Not Mean Limited

Although RAD is designed for universal delivery, its framework also supports secondary and targeted applications. Universal instruction grounded in strong theory and effective pedagogy often has relevance beyond Tier 1, particularly when it focuses on core processes linked to resilience and adaptive functioning.

ACT-informed approaches have been studied across a range of populations and concerns, including anxiety, depression, chronic stress, and behavioral avoidance (Hayes et al., 2006; Swain et al., 2015; Van der Gucht et al., 2017). RAD itself is not therapy. However, because it introduces foundational ACT-consistent skills, it may be especially useful as a shared conceptual framework that complements more targeted supports delivered by appropriately qualified professionals.

Prevention, Enhancement, and Continuity Across Tiers

From a prevention perspective, universal ACT-informed instruction supports students in developing psychological flexibility before difficulties escalate. Preventative approaches that normalize discomfort and teach flexible responding have been identified as promising for reducing long-term mental health risk (Burckhardt et al., 2017; Knight & Samuel, 2022).

For some students, universal instruction may be sufficient to enhance coping and engagement. For others, the concepts and language introduced through RAD may later be deepened or applied more intensively within targeted or individualized supports. This continuity across tiers strengthens coherence within school systems and supports coordinated student support.

Why Explicit Instruction Matters in SEL

Research consistently demonstrates that SEL skills are most effective when they are taught explicitly, rather than assumed to develop implicitly. Effective SEL instruction includes clear explanations, modeling, guided practice, and opportunities for application (Durlak et al., 2011; Jones & Bouffard, 2012).

SEL skills are complex and abstract. Without explicit instruction, they risk being inconsistently applied or misunderstood. Educational research shows that explicit instruction supports learning across both academic and non-academic domains (Rosenshine, 2012).

How RAD Uses Effective Instructional Design

RAD intentionally applies principles of effective instruction to SEL learning.

Each lesson begins with a short instructional video, serving as the explicit “I do” phase. Videos introduce concepts, model language, and make internal experiences concrete.

Student worksheets provide “We do” and “You do” opportunities through guided reflection and independent practice.

Extension activities support generalization, helping students apply RAD skills across contexts.

RAD’s pedagogy also includes a clear scope and sequence, cumulative lessons, developmentally relevant topics, and a simple acronym that supports recall and application.

Evidence-Informed Practice and RAD

RAD is best described as an evidence-informed SEL program. While direct outcome studies examining RAD as a standalone intervention have not yet been conducted, its design intentionally integrates multiple components that are each strongly supported by research: school-based SEL, explicit instruction, and ACT-based psychological flexibility.

RAD is intentionally transparent and welcomes collaboration with researchers and practitioners interested in studying ACT-informed SEL in educational settings, including program evaluation and implementation research. If you are interested in using RAD in research, please reach out.

A Values-Based Path Forward

By integrating an evidence-informed SEL framework with explicit, high-quality instruction, RAD addresses both what is taught and how it is taught. Youth learn that discomfort is a normal part of growth and that meaningful action does not require emotional comfort first. Instead, they learn how to carry difficult thoughts and feelings while continuing to act in ways that reflect who they want to be.

RAD aims to be a practical and low-barrier approach to SEL instruction. RAD is easy, affordable, and effective. Your subscription comes with a one-week free trial.

References

Burckhardt, R., Manicavasagar, V., Batterham, P. J., Hadzi-Pavlovic, D., Shand, F., & Christensen, H. (2017). Acceptance and commitment therapy universal prevention program for adolescents: A feasibility study. Child and Adolescent Psychiatry and Mental Health, 11(1), 1–14.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes, and outcomes. Behaviour Research and Therapy, 44(1), 1–25.

Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and commitment therapy: The process and practice of mindful change (2nd ed.). Guilford Press.

Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 1–33.

Knight, L., & Samuel, V. (2022). Acceptance and commitment therapy interventions in secondary schools and their impact on students’ mental health and well-being: A systematic review. Journal of Contextual Behavioral Science, 25, 1–14.

Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social-emotional learning programs. Frontiers in Psychology, 10, 1917.

Petersen, J. M., Baer, R. A., & Ciarrochi, J. (2023). School-based acceptance and commitment therapy for adolescents with anxiety: A pilot trial. Cognitive and Behavioral Practice, 30(2), 284–297.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19.

Swain, J., Hancock, K., Dixon, A., & Bowman, J. (2015). Acceptance and commitment therapy for children: A systematic review of intervention studies. Journal of Contextual Behavioral Science, 4(2), 73–85.

Takahashi, F., Kawabata, M., & Muto, T. (2020). Acceptance and commitment therapy as a school-based group intervention for adolescents. Journal of Contextual Behavioral Science, 15, 64–72.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171.

Van der Gucht, K., Griffith, J. W., Hellemans, R., Bockstaele, M., Pascal-Claes, F., & Raes, F. (2017). Acceptance and commitment therapy for adolescents: A large-sample school-based randomized controlled trial. Mindfulness, 8(2), 408–416.

RAD is an educational Social-Emotional Learning program. It is not a clinical intervention or a form of therapy, and it is not intended to diagnose or treat mental health conditions. While RAD is informed by Acceptance and Commitment Therapy and aligns with evidence-based practices, it is designed for use in educational settings. Students who require individualized mental health treatment should be supported by appropriately qualified professionals

Simplified, original illustration of the ACT Hexaflex created for educational purposes. This diagram is an independent visual representation of ACT concepts and is not a reproduction of proprietary or published ACT materials