Summary
Second Step: Elementary Curriculum, offered by the Committee for Children, provides a lesson-based approach to SEL. It includes programming for grades K-5 and demonstrates evidence of effectiveness in grades K-4.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Elementary (K-5)
Setting
Classroom, Schoolwide, Home
Language
English, Spanish
Cost
For additional information please contact the provider
# Lessons
22
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
No additional staffing required
Professional Development
Onsite in-person, Virtual
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from several randomized control trials (RCT) support the effectiveness of the Second Step Elementary program for diverse elementary school students at decreasing problem behaviors and emotional distress, as well as improving positive social behaviors. Second Step Elementary has also demonstrated effectiveness with students at risk for behavioral challenges.
Published Studies
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y., Asher, K. N., Beland, K., … & Rivara, F. P. (1997). Effectiveness of a violence prevention curriculum among children in elementary school: A randomized controlled trial. Journal of the American Medical Association, 277(20), 1605-1611.
Low, S., Cook, C. R., Smolkowski, K., & Buntain-Ricklefs, J. (2015). Promoting social–emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53(6), 463-477.
Low, S., Smolkowski, K., Cook, C., & Desfosses, D. (2019). Two-year impact of a universal social-emotional learning curriculum: Group differences from developmentally sensitive trends over time. Developmental Psychology, 55(2), 415-433.
Schick, A., & Cierpka, M. (2005). Faustlos: Evaluation of a curriculum to prevent violence in elementary schools. Applied and Preventive Psychology, 11(3), 157-165.
Cooke, M. B., Ford, J., Levine, J., Bourke, C., Newell, L., & Lapidus, G. (2007). The Effects of City-Wide Implementation of “Second Step” on Elementary School Students’ Prosocial and Aggressive Behaviors. Journal of Primary Prevention, 28, 93-115.
Holsen, I., Smith, B. H., & Frey, K. S. (2008). Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools. School Psychology International, 29(1), 71-88.
Frey, K. S., Nolen, S. B., Edstrom, L. V. S., & Hirschstein, M. K. (2005). Effects of a school-based social-emotional competence program: Linking children’s goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26(2), 171-200.
Holsen, I., Iversen, A. C., & Smith, B. H. (2009). Universal Social Competence Promotion Programme in School: Does it Work for Children with Low Socio-Economic Background? Advances in School Mental Health Promotion, 2(2), 51-60.
Edwards, D., Hunt, M. H., Meyers, J., Grogg, K. R., & Jarrett, O. (2005). Acceptability and Student Outcomes of a Violence Prevention Curriculum. Journal of Primary Prevention, 26, 401-418.