Title

Examining the Efficacy of Universally Delivered Social and Emotional Learning Curriculum, Second Step: A Mixed-Method Study of the Effects on Regular and Special Education Student Behavior and Teacher Instructional Competence

Year Issued

2021

Abstract

Since the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of S...
Show moreSince the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of Second Step, a universally delivered SEL curriculum. Evidence of efficacy is supplied through a mixed-method research design providing three separate data metrics for quantitative and qualitative analysis. The sample set was derived from the behavior data of 505 students who attended a suburban K-5 elementary school in northwest Pennsylvania for two consecutive years. Also included in the sample are 22 teachers who participated in a voluntary survey. Quantitative analysis was conducted through a quasi-experimental design utilizing a McNemar test to determine the statistical significance of negative behavior prevalence in comparing two school years. Additional quantitative data was supplied through a Likert-scale questionnaire. Contextual qualitative information was supplied from an open-ended survey. Through this study, it was determined that the Second Step SEL program had a statistically significant impact on the behaviors of students as well as an impact on the climate of the building. While teachers felt the stress of teaching the newly implemented SEL curriculum during the COVID-19 pandemic, results from the study suggest that the benefits of implementing the program outweighed this negative effect. Results also showed an impact on students in the special education emotional support subgroup. The evidence this study provides will help schools work to strengthen their students’ social, emotional, and behavioral capacities.
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Author

Joseph Jablonski