TY - JOUR
T1 - Twice as Nice? Sustained Exposure to a Universal Social–Emotional Learning Program Across Multiple Grades
AU - Hunter, Leah J.
AU - DiPerna, James C.
AU - Cheng, Weiyi
AU - Lei, Puiwa
AU - Hart, Susan Crandall
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A090438 to The Pennsylvania State University. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2020, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2021/3
Y1 - 2021/3
N2 - Although universal social–emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social–emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students’ social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social–emotional learning programming are discussed.
AB - Although universal social–emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social–emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students’ social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social–emotional learning programming are discussed.
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U2 - 10.1007/s12310-020-09392-9
DO - 10.1007/s12310-020-09392-9
M3 - Article
AN - SCOPUS:85091168141
SN - 1866-2625
VL - 13
SP - 84
EP - 100
JO - School Mental Health
JF - School Mental Health
IS - 1
ER -