Evaluation of remote and in-person instruction of a social-emotional learning curriculum in a rural midwestern middle school: A case study

Rural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence-based prevention efforts. This case study evaluated both remote and in-person instruction of Second Step (R), a social-emotional learning (SEL) curriculum aimed to improve school-based prevention efforts. Second Step (R) was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre- and post-surveys were given to 7th grade (n = 233) and 8th grade (n = 146) students. To evaluate program implementation, t-tests were conducted. Post-survey scores were compared to evaluate remote versus in-person learning. Seventh grade students showed significant improvement of self-efficacy in overcoming obstacles, and this was expanded via in-person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal-setting unit showed more success taught via remote instruction. Second Step (R) shows promise in increasing self-efficacy and knowledge of SEL topics. Exploratory results suggest both in-person and remote implementation should be considered. Social-emotional learning (SEL) should be a component of middle school education as a measure for risky behavior prevention and mental health promotion. The Second Step (R) program may show promise in increasing confidence and knowledge in skills such as overcoming obstacles, goal setting, identity development, and bullying prevention. Both in-person and remote implementation have potential for improving social-emotional skills of middle school students.