Who Benefits from Universal Sel Programming?: Assessment of Second Step© Using a Growth Mixture Modeling Approach

Autor/inn/en	Merrin, Gabriel J.; Low, Sabina
Titel	Who Benefits from Universal Sel Programming?: Assessment of Second Step© Using a Growth Mixture Modeling Approach
Quelle	In: School Mental Health, 15 (2023) 1, S.177-189 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, Sabina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09542-1
Schlagwörter	Social Emotional Learning; School Activities; Growth Models; Program Evaluation; Program Effectiveness; Emotional Response; Symptoms (Individual Disorders); Student Behavior; Hyperactivity + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Emotionales Verhalten; Psychiatrische Symptomatik; Student behaviour; Schülerverhalten; Hyperaktivität
Abstract	Outcomes from a large cluster-randomized study of "Second Step"©, a commonly adopted universal SEL program, have previously demonstrated small, teacher-reported effects on social-emotional competencies for subgroups of students. Given the size of investment in large RCT studies, and in SEL programming, replication attempts are warranted, ideally with diverse analytical strategies that can build a more convincing body of knowledge. The current manuscript builds upon previous study findings by utilizing a growth mixture modeling approach on a more limited set of outcomes. Intervention differences were significant for identified classes of hyperactivity, conduct problems, and emotional symptoms. Patterns suggest that "Second Step"© plays a predominantly mitigating role for those with modest levels of conduct problems and hyperactivity. Additionally, students in "Second Step"© schools were more likely to experience decreasing levels of emotional symptoms, as well as mitigation of escalation of symptoms. No academic effects were found, nor effects on prosocial skills. Findings are largely consistent with previous but different analytic approaches but extend to conduct problems and help in elucidating how universal SEL programming works. Implications for "Second Step"© implementation and future studies are briefly discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01