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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.