Overview
Alignment with Be You Domains
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Mentally Healthy Communities
Alignment with Early Years Learning Framework (EYLF)
- Children are confident and involved learners
- Children are connected with and contribute to their world
- Children are effective communicators
- Children have a strong sense of identity
- Children have a strong sense of wellbeing
Alignment with Australian Curriculum
- Health and PE
Target audience
- Primary school
Target groups
- Small group
- Whole class
- Whole school
Aims
The Second Step social emotional learning (SEL) program for primary school is a universal classroom-based program designed to increase students' school success and decrease problem behaviours. The program promotes social-emotional competence and self-regulation. It teaches skills that strengthen students' ability to learn, have empathy, manage emotions and solve problems. Second Step targets key risk and protective factors linked to a range of problem behaviours. The program aims to impart skills that help schools create a safer, more respectful learning environment, and promote school success for all.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 five core competencies outlined in the CASEL Framework: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.Topics
A range of topics covers areas such as self-regulation (focusing attention, listening, using self-talk, and being assertive), empathy, emotion management (for both positive and negative or distressing emotions) and problem-solving.Cost
Program structure
There are 22 to 25 lessons. One 20- to 35-minute lesson per week (depending on year level) and daily 5-minute follow-through activities.Instructor
- Educator
- Wellbeing leader
Instructor training
One to 1.5-hour online self-paced training for all staff (no extra cost). Professional development and workshops are also offered.Supporting resources or materials available with program
- Manual
Ongoing support
Observation and feedback. Online observation forms, reflection logs and teacher assessment. Positive Pieces Education also offers phone support, in-school professional development, workshops and webinars.Parent involvement
- Attend information sessions
- 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. |
Some links |
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Study design
Type of study design reported. |
Randomised control trial |
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Independence
The degree to which the program authors were involved in the research. |
Semi |
Summary of implementation factors
This is a summary of the program’s characteristics that contribute to its implementation rating.
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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. |
Yes |
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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. |
Assessed and reported |
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Training provided during study
The model of training provided. |
Face to face, all instructors, in person |
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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.
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Study Participants
Pre school, primary school (Foundation to Year 6), secondary school (Years 7 to 12). |
Early learning |
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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 |
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Evaluation of program in low socioeconomic groups
Program has evaluated a diverse socio-economic population in their research. |
No |
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Developmental based adaptations to program design and delivery
Shorter sessions for younger students or activities are adjusted for age appropriateness. |
No |
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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: 5 October 2021