Research and Results
Less Adult Conflict Intervention, Improved Social Competence
Frey, K. S., Nolen, S. B., Edstrom, L. V., & Hirschstein, M. K. (2005). Effects of a school-based social-emotional competence program: Linking children's goals, attributions, and behavior. Journal of Applied Developmental Psychology, 26, 171–200.
Scientists from Committee for Children and the University of Washington collaborated on a study that validated the SECOND STEP program's effectiveness in helping children resolve conflicts, avoid bitter disputes, and behave in a more socially responsible way.
We hope that educators across the country use these important findings to secure funding and support for the program from their school, district, or organization.
SECOND STEP Study Outcomes
When compared to children in a control group, those who participated in the SECOND STEP program:
- Showed 78 percent greater improvement in teacher ratings of their social competence.
- Required 41 percent less adult intervention in minor conflicts.
- Were 42 percent less aggressive.
- Were 37 percent more likely to choose positive social goals.
- In addition, girls from intervention schools, where the program was implemented, were 59 percent more collaborative than girls in control schools.
Framework of the Study
Fifteen schools participated in the study—seven in a control group and eight in the intervention group. Students in the second and fourth grades from the SECOND STEP schools received twice-weekly lessons in empathy, social problem solving, and anger management. Teachers also worked to support student motivation and skill development by prompting, coaching, and acknowledging improvement throughout the school day.
Each year of the study, teachers in both the SECOND STEP and control schools rated their students' social competence and antisocial behavior in the fall and in the spring. After completing two years of the program, students were interviewed and observed in potential conflict situations by research scientists.
Take-Home Messages
The results of this study make a strong case for the effectiveness and use of the SECOND STEP program to reduce student conflict. The effects of conflict in the classroom are many: The emotions that accompany unresolved conflicts can "shut down" the learning process for the children involved; teachers can spend valuable classroom time trying to resolve disputes; and children who are sent to the principal's office lose out on valuable learning time.
As pressure to raise academic standards increases, many educators are looking for ways to meet both the academic and emotional needs of children in order to create a supportive learning environment. The SECOND STEP program has proven itself to be an effective curriculum for teaching children the emotional skills they need to reduce conflict and spend more time learning.
