Resource Library

A large-scale, two-year randomized control trial found that Second Step Elementary led to increases in executive function, emotional regulation, and other social-emotional competencies, and simultaneously decreased hostile attribution and disruptive behavior.

In a large multi-year study involving 61 elementary schools, authors found that when students engaged with the Second Step Elementary Classroom Kits program and received more lessons, they showed significant growth in both prosocial skills and academic achievement.

Students who received the Second Step Elementary Classroom Kits SEL program showed significant improvements in teacher-rated prosocial behaviors, empathy, conduct, and emotional symptoms, as well as significant decreases in teacher-rated peer problems. Students who were taught fewer Second Step Elementary Classroom Kits lessons showed fewer gains and significant increases in peer problems.

Preschoolers who participated in the Second Step Early Learning program performed better on two measures of executive function than their peers who did not participate. Executive function is a strong predictor of kindergarten readiness, academic performance, and social competence.

Executive function, a set of foundational cognitive skills, is strongly linked to young students’ kindergarten readiness and academic success. Findings from a recent randomized control trial indicate that participation in Second Step Early Learning leads to significant increases in preschoolers’ executive function. Growth in preschoolers’ executive function subsequently predicted gains in students’ pre-academic skills and on-task behavior, which in turn predicted their kindergarten readiness.

Findings from a two-year, independent quasi-experimental study of 4,903 middle school students in a large school district in the Southeastern US showed significant improvements in English language arts (ELA) performance, substantial reductions in behavioral infractions (office referrals and in-school and out-of-school suspensions), and increased school attendance (about 2.5 more days per year). Additionally, treated students reported better teacher-student relationships, greater school belonging, and improved perceptions of school climate.

Compelling evidence from an independent quasi-experimental study shows that using Second Step Middle School can meaningfully enhance students’ perceptions of school climate, including teacher-student relationships, school belonging, and overall school environment.

Findings from an independent study using data from over 23,000 students in a large, diverse school district in North Carolina show that using the Second Step Elementary digital program with fidelity led to significant improvements in students’ self-management skills and a meaningful reduction in out-of-school suspensions.