Effects of Second Step Curricula as Perceived by Elementary Parents and Teachers

Abstract

This research addressed the first-year utilization of the Second Step Social-Emotional Leaming Curricula in two elementary schools in a Northern-Central state during the 2019/2020 school year. This is the first year that the district implemented the Second Step Social-Emotional Leaming Curricula. After implementation of the curricula for the academic school year, parents and teachers completed participant specific surveys related to perceived outcomes of the Second Step Social-Emotional Leaming Curricula in relation to their children and/or students. Results found that both parents and teachers identified positive outcomes from the curricula. Eighty percent of teachers and 45% of parents saw an overall increase in positive behaviors and social interactions. Out of the social skills addressed throughout the curricula, the ability to show empathy towards others had the greatest increase.