Core Components

The Second Step Elementary Programme is a universal classroom-based prevention programme for children ages 5-11 years across the full range of socio-economic levels.  The programme promotes development of children’s social-emotional competence, problem solving abilities and skills for learning to increase their chances of social and academic success.  The programme lessons are designed to be delivered once per week, by a certified lead teacher and assistant teachers meeting the required adult: child ratio as per local mandates, followed by short daily practice activities (5-7 minutes) for the other four days of the week.

There are four core components of this programme which are weekly lessons, daily practice activities, reinforcing skills and engaging families. The weekly lessons are required to be taught in order as the skills build upon one another. The four unit topics include (1) Skills for Learning (2) Empathy (3) Emotion Management and, (4) Problem Solving. The units are underpinned by approximately 22 lessons for each grade level.

A core feature of the programme for children ages 5 to 8 (Kindergarten through Grade 3) are the Brain Builders - active games that support the development of children’s executive function skills (attention, working memory, inhibitory control).  There are several Brain Builder games at each grade level for teachers to use frequently throughout the day and repeatedly over time.  Each game has levels of difficulty so that the teacher can increase the challenge as children master the game.

Second Step includes recommended daily practice activities to practice the skills taught in the weekly lessons; extending the skills outside the lessons benefits the children and contributes to a positive classroom climate. The programme has a home element for families which is strongly recommended.  This includes a parent letter and take-home activities to increase children’s opportunities to learn, provide parents with knowledge of what their children are learning, and help parents to use the same social-emotional skills and vocabulary at home as children are learning at school.

The Second Step Elementary Programme is clearly operationalised and includes a well-structured, comprehensive practitioner manual and kit.  The kit comprises hands-on and online resources which include planning, teaching and assessment tools; streaming lesson media and DVDs; scripted lessons on cards and supporting videos; teaching materials notebooks; CD of songs, posters and puppets; listening rules and skills for learning cards; daily practice activities, take-home activities and family letters. 

Fidelity

In order to effectively replicate the programme, the Second Step Elementary Programme requires all elements of the core programme to be implemented in the order prescribed. This is supported by:

• standardised materials including a practitioner’s manual and kit
• standardised training
• prescribed units including weekly lessons and daily practice activities
• evaluation using a range of standardised manualised and online tools including an Evaluation Guide and observation tools including checklists and observation forms
• agency organisational supports including a Principal Toolkit and implementation survey.

Modifiable Components

All core elements of the programme are strongly recommended for implementation; however, the programme lessons and daily skills practice can be flexibly integrated into the school day dependent upon the teacher’s schedule.  

An optional feature is the academic integration activities which provide suggestions for how to extend and integrate the social-emotional skills into the rest of the school curriculum (literacy, math, science etc.). The programme can also be bolstered by two additional units, both of which use and build on skills taught in the core programme (1)The Bullying Prevention Unit specifically teaches skills to prevent bullying (2) The Child Protection Unit specifically teaches skills to help protect children from unsafe situations and touches and promote resilience.  Both units have robust online staff training that is a critical foundation for the units.

This universal programme can also be modified by educators to make it more culturally relevant. Typical modifications include making changes to the stories and scenarios that are included in the programme with the goal of making them relatable to the experiences that children have in their cultures.   

In addition, the programme has been used successfully with populations of children beyond that of typically developing five to eleven-year olds. In US classrooms that include children with special needs, special populations including children who have suffered abuse and in conjunction with other services and programmes for children who have internalising or externalising behaviours and need additional support. 

The curriculum includes Spanish translations of student-facing materials.  The Kindergarten and Grade 1 years have been culturally adapted and translated for use in other countries including Norway, and Finland. The complete programme has been culturally adapted and translated for use in Brazil.

Support for Organisation / Practice

The suite of Second Step programmes was developed by the Committee for Children based in Seattle, Washington.

Implementation Support

Support is provided by a Client Success and Support department and Education Partnership Managers to address issues with implementation, technology and access to online resources.  The Second Step website contains a broad range of information and resources on programme implementation including an Implementation Plan Template & Survey, Building a Support Network, Evaluation Guide, Implementation Roles Checklist, Monitoring Programme Implement Checklist. A Principal Toolkit is also available at an additional cost.

Licence Requirements

Use of all Second Step materials is subject to the terms of the Second Step Kit License Agreement, which is included in the price of the kit.

Start-up Costs

Start-up costs include a one-time purchase of a grade level kit (US$409 – US$459) or school bundle for US$2,359 which includes one classroom kit for each grade.  The kit can also be purchased as a bundle with the Principal Toolkit, Bullying Prevention Unit and/or Child Protection Unit at additional cost. Purchase of the kit provides access to all online implementation and training resources.

Building Staff Competency

Qualifications Required

The Committee for Children recommend that Group Leaders are certified teachers.  However, adults running family-owned childcare centres have been successfully trained to deliver the programme.

Training Requirements

Staff training includes three modules to be completed in sequence: programme overview, teaching the lessons, and reinforcing skills and concepts. Each module is provided online and includes interactive activities to support and reinforce learning. Each module also includes a teacher learning path and a counsellor learning path. The duration of each module is approximately 75 minutes.  A Certificate is provided upon completion of the training.  Training costs are included in the purchase of the kit. It is recommended that all adults working with children in the classroom attend the training, including assistant teachers.

Supervision Requirements

There are no supervision or coaching requirements for this programme. The Principal Toolkit, sold separately, includes resources for school and staff assemblies, announcements, and behaviour plan worksheets, and staff and family communications. There is no specific training for supervisors.

Theory of Change

The Second Step Elementary Programme goals are to improve children’s social-emotional competence, skills for learning, situational awareness and academic achievement. This is achieved via four intervention components with direct instruction and generalisation of specific social-emotional skills.  The skills include executive function (skills for learning), empathy, emotion management, problem-solving and responsible decision-making skills. The long-term outcomes are thriving students who have gained the skills they need to become caring, confident, and capable learners and problem-solvers with increased success socially and academically.

Values

This programme exemplifies the Committee for Children’s values which focus on promoting children’s safety and well-being through social and emotional development; creating research-based curricula that are supported by evidence; creating programmes that are easy to use for teachers and engaging for children; engaging parents in understanding the programme’s content and reinforcing it at home.

• Does promoting children’s safety and well-being through the development of their social and emotional skills align with the values of your service?

Priorities

The Second Step Elementary Programme fosters a culture of caring and learning. Students gain the skills they need to become caring, confident, and capable learners and problem-solvers. The programme’s priorities are to increase children’s social - emotional competence to increase their social and academic success.

• Is working with teachers of children aged 5-11 years in a prevention approach a current priority for your service?
• Is helping increase children’s social - emotional competence a current priority for your organisation?
• Is helping teachers and parents understand children’s behaviour a priority for your organisation?

Existing Initiatives

• Does your service already provide prevention programmes aiming to improve child development and mental health outcomes?
• Does your area have practitioners trained in delivering the Second Step Elementary Programme?
• Do you have links with CAMHS, Adult Mental Health Services and Child Protection Services to refer onto if required?

Workforce

To deliver the Second Step Elementary Programme requires a certified lead teacher, and assistant teachers to meet the required adult: child ratio as per local mandates.

• Do you have enough qualified practitioners available to commit to undertake training?
• Do you have enough qualified practitioners available to commit to delivering the full extent of this programme?

Technology Support

To access all the online components of the Second Step Elementary Programme (staff training, implementation / teaching resources, and streaming media) requires a device with internet access. The family materials are included in the print product and need to be photocopied.

• Do you have access to adequate technology to support practitioners to effectively deliver the technological components of the programme?

Administrative Support

A programme director or administrator and/or training facilitator are recommended to monitor fidelity of implementation and provide general support.

• Do you have enough administrative capacity and systems to meet these administrative needs?

Financial Support

To deliver the Second Step Elementary Programme requires a one-time purchase of a classroom kit which includes training at US$409 to 459; or school bundle (with online training and Principal Toolkit) for US$2529.  

• Do you have the finances to purchase the programme kit(s) which includes the training?

Comparable Population

The Second Step Elementary Programme is designed as a universal programme for all school children aged 5-11 years across the full range of socio-economic levels. Evidence of its effectiveness includes children aged 5 to 9 years in rural and urban school districts in Arizona and Washington States.

• Is this comparable to the population you serve?
• Does your organisation have existing contacts with this population?

Desired Outcome

The Second Step Elementary Programme is a classroom based preventative programme designed to promote the development of children’s social-emotional competence, problem solving abilities and skills for learning to increase their chances of social and academic success.  Research has identified that the Second Step Elementary Programme improved children’s skills for learning, emotions management, problem solving and hyperactivity.   

• Is increasing children’s social-emotional competence, problem solving abilities and skills for learning a desired outcome for your service?
• Do you have other existing initiatives that would be supportive of addressing this need and achieving these outcomes?