A randomized efficacy trial of the second step early learning (SSEL) curriculum

A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n = 770 four-year-olds independently assessed for EF and SE by study staff in fall and spring of the prekindergarten year. Main outcomes were analyzed using two, three- level hierarchical linear models, one each for EF and SE skills. A significant effect (effect size of 0.15) for EF and a nonsignificant effect for SE were found. Secondary analyses found no significant differences on pre-academic skills. SSEL appears to have a meaningful impact on at-risk children's EF skills that supports its continued dissemination. •Executive functioning (EF) and social/emotional (SE) skills develop in preschool.•EF and SE skills are related to both school success and adult functioning.•Due to disadvantaged environments some children have deficits in EF and SE.•Preschool interventions that can enhance EF and SE are important to identify.•The Second Step Early Learning (SSEL) curriculum has promising impact on EF.