This quasi-experimental study analysed the acceptability and immediate effects of an adapted version of the Step by Step social and emotional learning programme in a Portuguese primary school. Two classes from each year’s group (Years 2 and 3) were allocated to experimental and control groups, comprising 87 pupils (experimental group: n = 47; control group: n = 40). The intervention consisted of eight 60-minute sessions implemented over four months. Social and emotional competencies were assessed using the Social-Emotional Competence Questionnaire (SECQ) before and after the intervention. Difference-in-differences models indicated significant differential gains for the experimental group compared to the control group in terms of self-awareness (Year 2: β = 1.352, p < .001; Year 3: β = 0.821, p = .002), social awareness (Year 2: β = 1.124, p < .001; Year 3: β = 1.232, p < .001) and self-management (Year 2: β = 1.429, p < .001; Year 3: β = 0.918, p = .002). Total SECQ scores corroborated an overall positive immediate impact. Session-by-session satisfaction data indicated high acceptability and perceived learning, and open-ended responses aligned with the targeted competencies (e.g. stress regulation, sharing, and empathy). Implications for curriculum integration and directions for follow-up research are discussed.
Alves et al. (Tue,) studied this question.