Second StepⓇ Elementary

Results from several randomized control trials (RCT) support the effectiveness of the Second Step Elementary program for diverse elementary school students at decreasing problem behaviors and emotional distress, as well as improving positive social behaviors. Second Step Elementary has also demonstrated effectiveness with students at risk for behavioral challenges.

Results from a RCT conducted in the 1993-1994 school year (published in 1997) supported the effectiveness of Second Step for elementary students. This evaluation included 588 grade 2 and 3 students enrolled in schools in the U.S. West region (predominantly white). Students who participated in the program had greater reductions in observer-reported physically aggressive behaviors compared to students in the control group (outcomes reported nine months after baseline while controlling for outcome pre-test).

Results from a RCT published in 2005 (Frey et al.) supported the effectiveness of Second Step for elementary students. This evaluation included 898 grade 2 and 4 students enrolled in suburban and urban schools in the U.S. West region (predominantly white, 18% Asian/Asian American, 12% Black/African American). Students who participated in the program demonstrated improvements in teacher-reported social behaviors and student-reported prosocial goals compared to students in the control group (outcomes reported two years after baseline while controlling for outcome pre-test and relevant covariates).

Results from a RCT conducted in the 1998-1999 and 1999-2000 school year (published in 2005; Schick & Cierpka) supported the effectiveness of Second Step for elementary students. This evaluation included 335 grade 1 and 3 students enrolled in urban and suburban schools in Germany. Students who participated in the program had greater reductions in parent-reported anxious/depressive behaviors compared to students in the control group (outcomes reported nine months).

Results from a RCT conducted in the 2012-2013 school year (published in 2015) supported the effectiveness of Second Step for elementary students. This evaluation included 7,300 K-2 students enrolled in rural and urban schools in the U.S. Southwest and West (approximately half of the sample were race/ethnic minority students; 50-78% students eligible for free or reduced-price lunch (FRPL)). Students who participated in the program had greater reductions in teacher-reported emotional problems and hyperactivity, as well as greater improvements in teacher-reported learning skills compared to students in the control group (outcomes reported one year after baseline while controlling for outcome pre-test). The influence of the Second Step Elementary program was especially strong on reductions in hyperactivity and improvements in learning skills for students with greater pre-existing problem behaviors.

Results from a RCT follow up study conducted the next school year (2013-2014; published in 2019) supported the longitudinal effectiveness of Second Step for elementary students. This evaluation included 4,649 K-3 students enrolled in rural and urban schools in the U.S. Southwest and West (50-78% students eligible for FRPL). As demonstrated previously (2015), students who participated in the program had fewer teacher-reported emotional problems and hyperactivity, as well as greater teacher-reported learning skills compared to students in the control group (outcomes reported two years after baseline while controlling for outcome pre-test).