Benefits of Second Step® to Classroom Social Climates Following Two Years of Implementation

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 2
  In Roundtable Session: Implementing Interventions in Social Emotional Learning

Abstract

The current study tested the effects of Second Step® on changes in teacher-reported classroom social climates in a two-year cluster randomized trial across 61 U.S. schools (n = 31 treatment). The roles of teachers’ proactive classroom management and dosage (i.e., number of lessons taught) were also examined. Participants included 313 teachers in Year 1 and 447 in Year 2. In Year 1, classroom social climates improved in Second Step® schools when teachers used more proactive classroom management or taught more lessons. By the end of Year 2, program effects no longer related to these factors; all teachers in treatment schools reported greater reductions in negative classroom climates. Findings highlight opportunities for the even distribution of SEL benefits through classroom-level change.

Authors

• Kimberly R. M. Osborne, Arizona State University

• Sabina Low, Arizona State University

• Keith Smolkowski, Oregon Research Institute