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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.

Findings from an independent quasi-experimental study show significant evidence of positive program effects in schools using the Second Step Elementary digital program. Specifically, students in schools that implemented this program with sufficient fidelity reported significantly higher levels of academic motivation, prosocial behavior, and parental involvement in schooling compared to a matched sample of peers in non-implementing schools.

Full scope and sequence of Second Step® Child Protection Unit

Full scope and sequence of Second Step® Bullying Prevention Unit

Short version of the scope and sequence for Second Step® Out-of-School Time Program

Full scope and sequence of Second Step® Out-of-School Time Program