We embrace teaching the science of psychology, not just its insights. In 5th grade, for example, students learn a model of how memory works. As students progress, we begin teaching them more of the process by which psychological insights are generated, replicating experiments and eventually reading scientific papers.

Each week, students learn a new concept in class. They then make plans for how they will apply what they are learning over the next week. For example, when students learn about how procrastination is an emotional regulation issue more than a time management one, they will learn to recognize and make a plan to disrupt that cycle when it appears in their life—or help someone else do so. The next week, at the beginning of class, students will start by sharing their experiences implementing their plans, sharing what worked and troubleshooting what didn’t.

Students learn how we learn, what motivates us, and what we know about how to address common obstacles to success like procrastination and anxiety. But they don’t just learn what works, they learn which common practices are just myths, unsupported by science. Students apply what they are learning week-to-week, as well as complete a bigger project where they create a plan to work toward a personal goal drawing on lessons tools and insights from across the course.

Students learn what we know about determinants of wellbeing—both internal and external. As they review the research, they incorporate the practices they are learning about into their lives—whether that’s time in nature, meditation, or some other practice. Students also review the research on smart phones—what we know and don’t know about their impact. In addition to implementing weekly practices, students complete a bigger project where they make an evidence-based recommendation for a way to improving wellbeing for a group they are a part of (maybe even at school!).

Students learn about both the positive and negative aspects of our social wiring. We are wired to connect, and social connection is tied to a range of positive life outcomes; a lack of it, tied to a range of negative ones. We are also wired to ostracize, excluding people who aren’t meeting group norms in some way—valid or arbitrary. Students complete a bigger project where they seek to increase positive social connection, using what they’ve learned.

Some times, it’s the right call to go with your gut. Some times, it’s the right call to think twice. When to do one vs. the other isn’t just a guessing game—there are psychological principles that provide insight on when to do one vs. the other. Students also learn common heuristics that can trip us up and how to create structures that can help prevent this. Students not only implement what they are learning week-to-week, they complete a larger project where they create a choice architecture for themselves or a group they are a part of to make it easier to make better decisions.

Adolescence is an important time for identity formation, and we teach students what science has uncovered about it. Developing a sense of self can also lead to developing a sense of other, and we review how a strong identity can lead to prejudice. Students also learn what we know about how to mitigate prejudice and bias in themselves and in the groups they are a part of. They apply the insights they are learning weekly as well as to a bigger project.

The Practical Psychology program equips students to navigate the uneven terrain of life–both within their heads and in the outside world. Whether it’s better managing a tendency to procrastinate or getting themselves to exercise or socialize when they don’t feel like it because they know how much these practices contribute to wellbeing, Practical Psychology doesn’t just teach students what works, it helps them construct lives that work, lives they find meaningful.