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Social-emotional learning (SEL) is most effective when it’s embedded in the daily fabric of our classrooms and schools (Greenberg et al., 2003; Oberle et al., 2016). The Collaborative for Academic, Social, and Emotional Learning (CASEL) has emphasized the importance of intentionally cultivating the social-emotional competence of adults in schools. Second Step SEL for Adults supports educator well-being and positive school culture by providing educators with the skills, knowledge, and resources they need to thrive in the workplace.

The Second Step Elementary digital program helps students acquire the skills, knowledge, and mindsets needed to persevere through challenges, set and achieve goals, handle strong emotions, better understand and connect with others, and resolve interpersonal conflicts. In addition, the program helps develop students’ executive-function skills and promotes a growth mindset (the belief that intelligence and abilities can be developed). Together these skills and mindsets contribute to positive classroom and school climates that serve as the foundation for academic and social success (Snyder et al., 2012).

High-quality social-emotional learning (SEL) programs—both within and outside of the classroom— have short-term and long-term benefits for children (Durlak et al., 2010; Taylor et al., 2017). School-based SEL programming has been linked to positive social behavior, academic success, fewer conduct problems, less emotional distress, and less drug use (Taylor et al., 2017). SEL programming in out-of-school-time (OST) settings is related to children’s improved self-perceptions; increased school bonding; improved social behaviors, grades, and school attendance rates; and fewer problem behaviors (Durlak et al., 2010).

This guide is written specifically for people who want to evaluate an early learning center's Second Step implementation, but are not trained in program evaluation.

According to the most recent federal statistics, over half a million children are victims of child abuse and neglect each year (ACF, 2013). Experiencing child abuse and neglect is often associated with negative effects on children’s social functioning (Kim & Cicchetti, 2010; Shields, Cicchetti, & Ryan, 1994), emotional functioning (Broman-Fulks et al., 2007; Kilpatrick et al., 2003; KimSpoon, Cicchetti, & Rogosch, 2013; Molnar, Buka, & Kessler, 2001), physical well-being (Alink, Cicchetti, Kim, & Rogosch, 2012), and academic achievement (Eckenrode, Laird, & Doris, 1993; Rowe & Eckenrode, 1999; Shonk & Cicchetti, 2001). The Second Step Child Protection Unit, combined with Second Step Social-Emotional Learning (SEL), provides a comprehensive approach to help children feel safe and supported. The Second Step Child Protection Unit includes training and resources for administrators, program directors, and staff who work with children; classroom lessons and activities for children; and resources for families. This review will explain how the Child Protection Unit translates the research on child maltreatment (abuse and/or neglect) into these multiple program components, which build on the foundation of Second Step SEL to give schools and youth programs the tools they need to help children stay safe.

Experiences during the early school years lay the foundation for ongoing peer relationships, and for too many children, this can include a pattern of being bullied (Hanish, Ryan, Martin, & Fabes, 2005). The Second Step Bullying Prevention Unit, combined with Second Step Social-Emotional Learning (SEL), empowers schools to engage in comprehensive research-based bullying prevention, starting in kindergarten. The Second Step Bullying Prevention Unit includes training and resources for school staff; classroom lessons, games, and activities; and Home Link materials for families. This review will explain how the Bullying Prevention Unit translates the research on bullying prevention into these multiple program components, which build on the foundation of Second Step SEL to give schools the tools they need to prevent bullying.

Second Step Social-Emotional Learning (SEL) for Kindergarten through Grade 5 is a universal, classroom-based program designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and selfregulation. It teaches skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. Second Step SEL targets key risk and protective factors linked to a range of problem behaviors. Equipping students with Second Step skills helps a school create a safer, more respectful learning environment that promotes school success for all

Second Step SEL for Early Learning is a universal, classroom-based program designed to increase children’s school readiness and social success by building socialemotional competence and self-regulation skills. This is a review of the research that supports the overall design and content of the program.