摘要：School-based programs designed to reduce problem behaviors, increase prosocial behaviors, and improveacademic achievement have often been characterized as social-emotional learning or character development(education) programs. This longitudinal study investigated effects of such a program, called Second Step, on observedproblem behaviors, observed prosocial behaviors, and school grades across 4 school semesters for 5th to 8th gradestudents. A sample of 5,189 from 35 schools (16 control and 19 treatment schools) in an open-enrollment charterschool system participated. Results from a three-level longitudinal growth model analysis indicated that students inthe treatment schools (with Second Step curriculum) attained higher school grades and exhibited fewer problembehaviors than students in the control schools across 4 school semesters. Students in the treatment schools alsoexhibited more prosocial behaviors, but this increase was marginally significant or approaching significance. Thefindings have implications for promoting a positive classroom or school climate that supports engagement andachievement.
