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ERIC Number: EJ1073985
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0741-9325
Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization among Middle School Students with Disabilities
Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.
Remedial and Special Education, v36 n5 p299-311 Sep-Oct 2015
Results of a 3-year randomized clinical trial of Second Step: Student Success Through Prevention (SS-SSTP) Middle School Program on reducing bullying, physical aggression, and peer victimization among students with disabilities are presented. Teachers implemented 41 lessons of a sixth- to eighth-grade curriculum that focused on social-emotional learning (SEL) skills, including empathy, bully prevention, communication skills, and emotion regulation. Two school districts in a larger clinical trial provided disability information. All sixth-grade students (N = 123) with a disability were included in these analyses, including intervention (n = 47) and control (n = 76) conditions. Linear growth models indicated a significant intervention effect for bully perpetration; compared with students in the control condition, intervention students' bullying perpetration scale scores significantly decreased across the 3-year study (d = -0.20, 95% confidence interval = [-0.38, -0.03]). SEL offers promise in reducing bully perpetration among students with disabilities.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: Centers for Disease Control and Prevention (DHHS/PHS); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: 1U01/CE001677; R305B100016