A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools

In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC quality indicator coding criterion (80%) to be considered methodologically sound. Following CEC guidelines, we classified three of 13 studies as having positive effects , while eight had neutral/mixed effects , and two were missing data preventing effect size calculation needed for classification. With three non-randomized group studies demonstrating positive effects and eight studies with neutral/mixed effects , the ratio of positive to neutral/mixed did not meet the minimum criterion of 3:1 or greater, so we placed Second Step elementary into CEC’s mixed evidence category of evidence-based classifications. We then discuss educational implications of these findings and future research directions.