Second Step: A Violence Prevention Curriculum

The Second Step program is a universal prevention program for early learning through middle school and is designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation. It teaches skills that strengthen students’ ability to learn, have empathy, manage emotions, and solve problems. The Second Step program targets key risk and protective factors linked to a range of problem behaviors. Equipping students with Second Step skills helps a school create a safer, more respectful learning environment that promotes school success for all.

The program is based on scripted lessons for classroom delivery by teachers or school counselors. The curricula range in length from 27 weeks in Early Learning to 13 weeks in middle school. Lessons also vary in length by age, from 5-7 minutes (daily) in Early Learning to 50-60 minutes for middle school grades. Delivering the program involves teaching weekly lessons, supporting generalization of skills throughout the school day, and (in K-5) implementing a short Daily Practice Activity four days a week. Lessons are taught through a combination of direct instruction, stories, class-wide and small group discussion, skill practice activities, video content and songs. K-3 lessons contain Brain Builders that use game-like exercises to teach executive functions skills.

The Second Step Program includes online training for educators implementing the program as well as a comprehensive set of multi-media online resources to support implementation. Committee for Children’s Client Support Services provides free technical support. Free webinars provide overviews of the program as well as topic-based information.

The Second Step program is designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation.

A number of evaluations of the Second Step program have been conducted. Evaluations have found reductions in fighting and physical aggression, gains in pro-social skills and behavior, increased social competence, and increased knowledge of social skills.

An evaluation of the elementary version of the program showed improvements in pro-social skills, empathy, and conduct. The middle school version of the program showed that physical aggression was 42% less likely and that there was a 20% reduction in bullying by students with disabilities.