Overview
Alignment with Be You Domains
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Mentally Healthy Communities
Alignment with Early Years Learning Framework (EYLF)
- Not applicable
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
- Secondary school
Target groups
- Small group
- Whole class
Aims
The Second Step Middle School Program helps early adolescent students cope with challenges, create and maintain positive relationships, and succeed both socially and academically. The engaging lessons equip students with the mindsets, knowledge and skills they need to handle strong emotions, make and follow through on good decisions, and create strong friendships while avoiding or de-escalating peer conflicts.Program theory
Second Step is based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework of social and emotional learning (SEL). Second Step teaches the 5 core competencies outlined in the CASEL Framework: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.Topics
A range of topics include social connectedness, values, growth mindset, emotion management, perspective-taking (being able to identify, understand and respond in a caring way to how someone is feeling), implementation intentions (forming implementation intentions by creating 'if-then' plans, in which the 'if' is a specific cue students expect to encounter and the 'then' is the action they want to carry out, to help them be specific about what they want to do).Cost
Program structure
13 weekly lessons (50 minutes; can be split into two shorter sessions).Instructor
- Educator
Instructor training
Online training for teachers (included in the cost of the program).Supporting resources or materials available with program
- DVD
- Manual
- Online webinars
- Posters
- Workbook
Ongoing support
Observation and feedback. Online observation forms, reflection logs and teacher assessment.Parent involvement
- Attend information sessions
- Attend program sessions with child
- Follow-up information provided after program
- Homework
- Written information provided to parents
Origin of program
International
Positive Pieces Education
Program authors
Committee for Children
Ratings
Summary of evidence factors
This is a summary of the evaluation or research study characteristics that contribute to the program’s evidence rating.
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Positive impact on at least one outcome for children and/or young people?
The study reported positive outcomes. |
Yes |
|---|---|
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Link between program description and theory of change
Theory of change refers to whether there was a comprehensive description and illustration of how and why a desired change is expected to happen in a particular context. |
Comprehensive |
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Study design
Type of study design reported. |
Randomised control trial |
|
Independence
The degree to which the program authors were involved in the research. |
Completely |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
|
Feedback sought from participants
Participants enjoyed the program and understood its benefits. |
Yes |
|---|---|
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Feedback sought from instructors
Instructors enjoyed the program and understood its benefits. |
No |
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Groups program is not suitable for
Groups the program wouldn't be suitable for or that required further research to determine suitability. |
Not assessed |
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Training provided during study
The model of training provided. |
Web based |
|
Ongoing instructor support provided during study
Whether ongoing support is provided. |
Yes |
Context
This is a summary of the context in which the evidence for the program was established.
|
Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Primary school Secondary school |
|---|---|
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Country of Study/s
The location in which the evidence or research was conducted. |
International |
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Evaluation of program in culturally and linguistically diverse populations
Provider has included culturally and linguistically diverse people when assessing the program. |
Yes |
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Evaluation of program in Aboriginal and Torres Strait Islander children and young people
Provider has included Aboriginal and Torres Strait Islander peoples when assessing the program. |
No |
|
Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
|
Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
Yes |
|
Evaluation of program in children and young people with disability and/or learning difference
Provider has included participants with a disability or learning difference when assessing the program. |
Yes |
Last updated: 22 September 2021