ArticlePrevention science : the official journal of the Society for Prevention Research2016
What Constitutes High-Quality Implementation of SEL Programs? A Latent Class Analysis of Second Step® Implementation.
Article in Prevention science : the official journal of the Society for Prevention Research, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review and synthesis of theories of change of school-based interventions integrating health and academic education as a novel means of preventing violence and substance use among students.Systematic reviews · 2018Pooled it
- Classes of Caregiver-Student Responsiveness to a Self-Directed Handbook Preventive Intervention and Their Associated Impact on First-Year Student Substance Use.Prevention science : the official journal of the Society for Prevention Research · 2025Trial
- A Pre-Implementation Enhancement Strategy to Increase the Yield of Training and Consultation for School-Based Behavioral Preventive Practices: a Triple-Blind Randomized Controlled Trial.Prevention science : the official journal of the Society for Prevention Research · 2023Trial
- Examining the Differential Effects of a Universal SEL Curriculum on Student Functioning Through the Dual Continua Model of Mental Health.The journal of primary prevention · 2019Trial
- Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum.Prevention science : the official journal of the Society for Prevention Research · 2018Trial
- Article
- The Interaction Between General and Strategic Leadership and Climate on Their Multilevel Associations with Implementer Attitudes Toward Universal Prevention Programs for Youth Mental Health: A Cross-Sectional Study.Administration and policy in mental health · 2023Article
- Choose Your Own Adventure: Promoting Social and Emotional Development Through Outdoor Learning.Early childhood education journal · 2022Article
- School Interventions for Bullying-Cyberbullying Prevention in Adolescents: Insights from the UPRIGHT and CREEP Projects.International journal of environmental research and public health · 2021Article
- Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis.International journal of environmental research and public health · 2021Article
- Sustainable antibullying program implementation: School profiles and predictors.Scandinavian journal of psychology · 2020Article
- Inverse Propensity Score Weighting with a Latent Class Exposure: Estimating the Causal Effect of Reported Reasons for Alcohol Use on Problem Alcohol Use 16 Years Later.Prevention science : the official journal of the Society for Prevention Research · 2019Article
- The Effect of Social-Emotional Competency on Child Development in Western China.Frontiers in psychology · 2019Article
- How Program Users Enhance Fidelity: Implementing the WITS Programs in Rural Canadian Elementary Schools.Prevention science : the official journal of the Society for Prevention Research · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
With the increased number of schools adopting social-emotional learning (SEL) programming, there is increased emphasis on the role of implementation in obtaining desired outcomes. Despite this, the current knowledge of the active ingredients of SEL programming is lacking, and there is a need to move from a focus on "whether" implementation matters to "what" aspects of implementation matter. To address this gap, the current study utilizes a latent class approach with data from year 1 of a randomized controlled trial of Second Step® (61 schools, 321 teachers, over 7300 students). Latent classes of implementation were identified, then used to predict student outcomes. Teachers reported on multiple dimensions of implementation (adherence, dosage, competency), as well as student outcomes. Observational data were also used to assess classroom behavior (academic engagement and disruptive behavior). Results suggest that a three-class model fits the data best, labeled as high-quality, low-engagement, and low-adherence classes. Only the low-engagement class showed significant associations with poorer outcomes, when compared to the high-quality class (not the low-adherence class). Findings are discussed in terms of implications for program development and implementation science more broadly.
Indexed as
Identifiers
27457205What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.