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ERIC Number: EJ1119329
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0741-9325
Social-Emotional Learning Program to Promote Prosocial and Academic Skills among Middle School Students with Disabilities
Espelage, Dorothy L.; Rose, Chad A.; Polanin, Joshua R.
Remedial and Special Education, v37 n6 p323-332 Nov-Dec 2016
This 3-year study evaluated the effectiveness of the Second Step-Student Success Through Prevention (SS-SSTP) social-emotional learning program on increasing prosocial behaviors that could serve as protective factors against peer conflict and bullying among students with disabilities. Participants included 123 students with disabilities across 12 schools in Midwest United States. Students labelled with a disability were selected for inclusion. Students completed self-report measures of school belonging, empathy, caring, and willingness to intervene in bullying situations. Report card grades and standardized test scores were collected from school records. Students with disabilities in the intervention schools reported a statistical and clinical significant increase in willingness to intervene in bullying incidents in comparison with students with disabilities in control schools and an increase of half a grade on their report cards in comparison with the control sample. The current study demonstrates the promise of social-emotional learning programming for 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
Audience: N/A
Language: English
Sponsor: Centers for Disease Control and Prevention (DHHS/PHS); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois; Kansas
IES Funded: Yes
Grant or Contract Numbers: 1U01/CE001677; R305B100016