Implementation and Student Outcomes of a Universal Social–Emotional Learning Program in Middle School

Abstract

We evaluated the impact of the Second Step Digital Middle School Program, a universal social-emotional learning (SEL) program, on 4,903 middle school students in a large school district in the Southeastern U.S. over two years. Using quasi-experimental methods, the study found that high implementation fidelity of Second Step led to small but significant improvements in English language arts (ELA) performance, substantial reductions in behavioral infractions (including office referrals and suspensions), and increased school attendance (about 2.5 more days per year). Additionally, students in schools using Second Step reported better teacher-student relationships, greater school belonging, and improved perceptions of school climate. However, no significant changes were observed in self-management or peer supportive relationships. The findings highlight the value of sustained SEL programming during the challenging middle school years for enhancing multiple dimensions of student development, while noting limitations such as a lack of individual baseline academic data and generalizability concerns.