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Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification is sponsored by Institute of Education Sciences (IES). This study evaluates the impact of a social and emotional learning program combined with a bully prevention program for students in grades K–5, focusing on students with or at risk for disabilities.
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Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification | IES Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification Special Education Research Grants Social, Emotional, and Behavioral Competence University of South Carolina (07/01/2024 - 06/30/2029) This study will evaluate the impact of a social and emotional learning (SEL) program plus a bully prevention program for students in grades K–5 on SEL, academic, and school climate outcomes.
Bullying has become a pervasive problem in the United States. Although policies mandate that schools address bullying, many programs do not identify or target specific student populations who may be at heightened risk for involvement, such as students with or at risk for disabilities.
Interventions are needed to both help students develop appropriate response skills to avoid bullying involvement and to provide SEL programming to support positive academic outcomes for youth with the most intensive support needs.
The K-5 Second Step Social-Emotional Learning Program plus Bully Prevention Unit intervention aims to promote SEL, decrease bullying involvement and peer aggression, advance school and peer belonging, and improve academic outcomes, especially for students with or at risk for disabilities.
This project will use a longitudinal, cluster randomized controlled trial to evaluate the K–5 Second Step Social-Emotional Learning Program plus the Bully Prevention Unit across elementary schools in three states to evaluate the bullying program, assess outcomes associated with bullying involvement and peer aggression, attend to outcomes specific to students with or at risk for disabilities, and determine cost effectiveness.
The research will take place in elementary schools in Wisconsin, North Carolina, and Louisiana, including schools in rural, urban, and suburban areas. Approximately 36 elementary schools (12 per state) will participate, with an estimated 2 classrooms per grade level per year, resulting in a sample of approximately 288 teachers.
Approximately 20 students per classroom will participate each year, leading to a total sample of 5760 students, including an estimated 1152 students with or at risk for disabilities. The K–5 Second Step Social-Emotional Learning Program is a comprehensive, teacher-implemented, whole-class SEL program with a developmentally appropriate, sequential curriculum that seeks to promote school and life success and prevent problem behaviors.
Curricular materials are specific to each grade level and include manualized lessons, printable materials, accompanying resources (such as puppets for the younger grades), visual aids, and daily practice activities. Each of the 22 weekly lessons includes a warm-up, brain builder, story, discussion, skill practice, and wrap-up. Depending on the grade level, weekly lessons range from 20 to 40 minutes.
Intervention schools will also receive the Bullying Prevention Unit, which is a supplement to the Second Step Social-Emotional Learning Program, consisting of a review of classroom rules and four independent lessons. The Bullying Prevention Unit is sequential and scaffolded based on age and grade.
Lessons average 30 minutes and include follow-up classroom climate games and class meeting templates following the same structure as lessons in the Second Step Social-Emotional Learning Program.
Research design and methods In the first phase of the study, researchers will identify and select participating schools, and recruit a baseline cohort of students in grades K–2 to improve matching and random assignment of schools in the second phase of the study.
In the second phase, researchers will implement the intervention, in which grade-level cohorts of students will receive SEL instruction for 3 years (in grades K–3, 1–4, and 2–5). Researchers will randomly assign half of the schools to the K–5 Second Step Social-Emotional Learning Program plus the Bully Prevention Unit and the other half to the Second Step program only.
Researchers will examine proximal student outcomes, including SEL and social skill acquisition, empathy development, and reductions in bullying involvement and fighting. They will also examine distal student outcomes, including academic achievement, belonging, and social supports. Students in the control condition classrooms will receive the K–5 Second Step Social-Emotional Learning Program without the supplement.
Primary outcome measures include student self-report of bullying, victimization, and aggression using the University of Illinois Aggression Scale and the Relational Aggression and Victimization Scales.
Primary outcome measures also include child-focused teacher reports using the Social and Communication Skills Assessment: Brief Teacher Questionnaire, Teacher Assessment of Student Behavior, and Adapted University of Illinois Aggression Scale.
Researchers will also examine skill acquisition, school belonging, and social supports as mediators, using the Colorado Trust Bully Prevention Study: Student Survey and Delaware School Climate Survey-Student SEL Scale. Researchers will assess fidelity using teacher report and direct observations. Researchers will fit a series of multiple group, multilevel longitudinal models, with students nested within classrooms and schools.
Models will include covariates to control for student baseline characteristics such as gender, race/ethnicity, and disability category. Researchers will also examine mediation effects of intervention fidelity and school environment factors (such as climate) on the primary outcomes. Researchers will conduct a cost analysis following the ingredients method.
They will derive the average classroom-level unit cost to deliver the intervention (relative to the cost of the control condition) and estimate the average student cost to deliver both programs. A cost-effectiveness analysis will estimate the incremental monetary cost of effect size improvements on each primary dependent measure.
People and institutions involved Education Research Analyst Co-principal investigator Co-principal investigator Louisiana State University Co-principal investigator Products and publications ERIC Citations: Find available citations in ERIC for this award here .
Additional project information University of Missouri, Columbia Development and Pilot Evaluation of Bully Prevention Training Modules for Special and General Education Teachers: Impact on Teacher Awareness, Self-Efficacy, and Student Outcomes Testing the Efficacy of a Developmentally Informed Coping Power Program in Middle Schools Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer. Questions about this project? To answer additional questions about this project or provide feedback, please contact the program officer.
Research Training Programs in Special Education - ... Using Longitudinal Data to Support State Education... Quality Enhancement for Single Case Proposals (Qua...
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Evaluation of the K-5 Second Step Social-Emotional Learning Program and Bully Prevention Unit: Impact on Youth Violence and School Climate Among Students With and at Risk for Disability Identification is funded by Institute of Education Sciences (IES). Verify program details on the funder's official page before applying.
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Demonstrating and deploying innovative collection, sorting-for-reuse and repair systems for textiles at city/region level (Circular Cities and Regions Initiative topic) is sponsored by European Commission — Horizon Europe. Expected Outcome: Project results are expected to contribute to all of the following expected outcomes: local/regional authorities and their operators adopt optimised collection and sorting systems of municipal waste that prioritise textile reuse and repair; social economy entities and society at large benefit from favourable conditions for reuse and repair practices which enable product lifetime prolongation and stimulate second-hand markets; citizens have access to better information, leading to greater awareness and public acceptance, and stimulating behavioural change towards sustainable consumption; innovative circular textile methodologies, practices and solutions are made available to enable large-scale replication and upscaling in European cities and regions; businesses are stimulated to advance repair strategies and circular business models while creating new jobs. Scope: This topic supports the implementation of the European Commission’s Circular Cities and Regions Initiative (CCRI). It is part of a series of CCRI-related topics funded under Horizon Europe with the aim of accelerating place-based innovation, boosting skills and capacities as well as supporting the implementation of solutions for a circular systemic transition at city/region level. The implementation of circular systemic solutions reduces environmental impacts and contribute to the preservation of biodiversity, by decreasing the extraction of primary raw materials and minimizing waste generation. Proposals should: develop, test and validate innovative solutions that accelerate the adoption of textile reuse and repair practices by local/regional authorities and their operators (e.g. public collection points, retailer take-back schemes); involve citizens, local (e.g. upcycling) businesses and social enterprises in the development and implementation of local repair & reuse strategies and practices; improve data captured on local textile waste flows and ensure transparency and traceability across the supply chain; develop solutions for sorting, and preparing for re-use, including digital solutions (in view of the implementation of digital product passport) and AI to enable repair and affordable pricing of repaired clothes and to stimulate reuse of textiles, particularly apparels; incentivise manufacturers to provide spare parts to enhance reuse and reparability (e.g. linen for a coat, extra buttons, zippers, etc.) and to provide extended guarantee. develop actionable recommendations for replication in other European cities and regions. Proposals must use the multi-actor approach and take into account a gender sensitive and inclusive approach. Collaboration between retailers/manufacturers and small repair business and social enterprises is encouraged. Proposals should seek to contribute to the goals and cooperate with the services of the European Commission’s Circular Cities and Regions Initiative (CCRI) and in particular with the CCRI Coordination and Support Office. Joint activities with other CCRI-related projects and clustering with other related projects is strongly encouraged. Proposals should also evaluate the feasibility, effectiveness and impact of the demonstrated solutions using robust evaluation methods (including lifecycle assessments such as product environmental footprint, where relevant) and present data and evidence about the economic, environmental and social costs and benefits of the developed solutions. The topic requires the effective contribution of SSH disciplines and the involvement of SSH experts, institutions as well as the inclusion of relevant SSH expertise, in order to produce meaningful and significant effects enhancing the societal impact of the related research activities. The topic supports the European Green Deal, the Ecodesign for Sustainable Products Regulation and its working plan, the upcoming Circular Economy Act and contributes to Europe’s efforts to develop a single market for sustainable products. It also contr Programme areas: Horizon Europe (HORIZON), Global Challenges and European Industrial Competitiveness, Food, Bioeconomy Natural Resources, Agriculture and Environment, Circular Systems Keywords: Business model innovation, Circular economy, Climate change mitigation, Competitiveness, innovation, research and development, Design innovation, Ecodesign, Life Cycle Analysis, Environment, Environment, Pollution & Climate, Environment, resources and sustainability, Environmental change and society, Environmental protection, Greenhouse gases, Inclusion, Industrial innovation policy, Industrial sectoral change, Innovation policy, Innovation strategies, Innovation systems, Knowledge and Technology transfer, Knowledge transfer, Natural resources and environmental economics, New business opportunities, New industrial value chains, Organizational innovation, Polymers and plastics, Process innovation, Product innovation, Public sector innovation, Regional development, Regulatory framework for innovation, Related to industrial policy, Related to regional development, Resources efficiency, Social Networks, Social innovation, Sustainable design (for recycling, for environment, eco-design), Sustainable innovation, Technological innovation, Textiles, Textiles including synthetic dyes, colours, fibres, Urban studies, regional studies, Waste, Waste management, Waste recycling, circular economy, place-based innovation, product refurbishment, textiles reuse
Sustainable Gender Equality Champions is sponsored by European Commission — Horizon Europe. Specific Challenge: The “EU Award for Gender Equality Champions” is a recognition prize scheme designed as a booster and a complement to the Gender Equality Plans (GEP) eligibility criterion in Horizon Europe [1] , and as a tool for advancing inclusive GEPs and policies within the framework of the ERA Policy Agenda. Expected Outcomes : Recognition of organisations with the most significant impact resulting from the implementation of their GEP, serving as role models for others; Strengthened gender equality and inclusiveness in the European Research Area. The Prize will be awarded to four organisations, and contestants can apply to one of the following three prize categories: Sustainable Gender Equality Champions: Organisations that can demonstrate a significant and sustained record of activity and a high level of achievement through the implementation of their GEP(s); Newcomer Gender Equality Champions: Organisations without a sustained record of activity in gender equality that have recently completed the implementation of their first GEP and can demonstrate the most progress achieved through its implementation; Inclusive Gender Equality Champions: Organisations that have developed the most innovative inclusive GEP – namely a GEP addressing intersectionality, meaning links between gender and at least two other social categories, including for example racial or ethnic origin, social origin, sexual orientation and gender identity (LGBTIQ) or disability – and can demonstrate concrete results obtained through its implementation. In addition to the complete application, contestants may be asked at a later stage to provide further documents (for legal entity validation, bank account validation, ethics review, declaration of honour, etc.) or to submit a short video message on their achievements in the chosen Prize category. This video will be used for communication purposes only. Essential award criteria : Eligible applications will be evaluated in each category by a jury consisting of a group of independent experts. The prize will be awarded, after closure of the contest, to the contestants who in the opinion of the jury best address the following cumulative award criteria: Sustainable Gender Equality Champions : Criterion 1: Sustainable Impact; Criterion 2: Inspirational Model; Newcomer Gender Equality Champions : Criterion 1: Progress Achieved; Criterion 2: Stakeholder Engagement; Inclusive Gender Equality Champions : Criterion 1: Progress achieved; Criterion 2: Innovative Inclusiveness. Eligibility criteria : Contestant must be private entities, public bodies, non-profit or for-profit organisations, including research organisations and higher education establishments, located in a Member State, an Associated Country, or a candidate country for the accession to the EU [2] , and must have a current GEP, as well as the GEP on which the application is based (if these are different) that comply with minimum process-related requirements set for GEPs in Horizon Europe General Annexes. Applicants that have already received an EU or Euratom prize cannot receive a second prize for the same activities. The specific rules of the contest will be published by the European Commission (on the Funding & Tenders Portal but also actively publicised elsewhere to maximise participation), which will directly launch and manage the contest and award the prize based on the judgement of independent experts. [1] See General Annexes to the Horizon Europe Work Programme (Gender equality plans and gender mainstreaming in Annex Part B – Eligibility). [2] https://european-union.europa.eu/principles-countries-history/eu-enlargement_en . Programme areas: Widening Participation and Strengthening the European Research Area, Reforming and enhancing the European R&I System, Gender equality, Horizon Europe (HORIZON)
Newcomer Gender Equality Champions is sponsored by European Commission — Horizon Europe. Specific Challenge: The “EU Award for Gender Equality Champions” is a recognition prize scheme designed as a booster and a complement to the Gender Equality Plans (GEP) eligibility criterion in Horizon Europe [1] , and as a tool for advancing inclusive GEPs and policies within the framework of the ERA Policy Agenda. Expected Outcomes : Recognition of organisations with the most significant impact resulting from the implementation of their GEP, serving as role models for others; Strengthened gender equality and inclusiveness in the European Research Area. The Prize will be awarded to four organisations, and contestants can apply to one of the following three prize categories: Sustainable Gender Equality Champions: Organisations that can demonstrate a significant and sustained record of activity and a high level of achievement through the implementation of their GEP(s); Newcomer Gender Equality Champions: Organisations without a sustained record of activity in gender equality that have recently completed the implementation of their first GEP and can demonstrate the most progress achieved through its implementation; Inclusive Gender Equality Champions: Organisations that have developed the most innovative inclusive GEP – namely a GEP addressing intersectionality, meaning links between gender and at least two other social categories, including for example racial or ethnic origin, social origin, sexual orientation and gender identity (LGBTIQ) or disability – and can demonstrate concrete results obtained through its implementation. In addition to the complete application, contestants may be asked at a later stage to provide further documents (for legal entity validation, bank account validation, ethics review, declaration of honour, etc.) or to submit a short video message on their achievements in the chosen Prize category. This video will be used for communication purposes only. Essential award criteria : Eligible applications will be evaluated in each category by a jury consisting of a group of independent experts. The prize will be awarded, after closure of the contest, to the contestants who in the opinion of the jury best address the following cumulative award criteria: Sustainable Gender Equality Champions : Criterion 1: Sustainable Impact; Criterion 2: Inspirational Model; Newcomer Gender Equality Champions : Criterion 1: Progress Achieved; Criterion 2: Stakeholder Engagement; Inclusive Gender Equality Champions : Criterion 1: Progress achieved; Criterion 2: Innovative Inclusiveness. Eligibility criteria : Contestant must be private entities, public bodies, non-profit or for-profit organisations, including research organisations and higher education establishments, located in a Member State, an Associated Country, or a candidate country for the accession to the EU [2] , and must have a current GEP, as well as the GEP on which the application is based (if these are different) that comply with minimum process-related requirements set for GEPs in Horizon Europe General Annexes. Applicants that have already received an EU or Euratom prize cannot receive a second prize for the same activities. The specific rules of the contest will be published by the European Commission (on the Funding & Tenders Portal but also actively publicised elsewhere to maximise participation), which will directly launch and manage the contest and award the prize based on the judgement of independent experts. [1] See General Annexes to the Horizon Europe Work Programme (Gender equality plans and gender mainstreaming in Annex Part B – Eligibility). [2] https://european-union.europa.eu/principles-countries-history/eu-enlargement_en . Programme areas: Widening Participation and Strengthening the European Research Area, Reforming and enhancing the European R&I System, Gender equality, Horizon Europe (HORIZON)
The Department of Education's IES SBIR program is one of the most overlooked non-dilutive funding sources for education-technology startups. It funds prototypes at $250K and proven products at $1M with no equity taken. Here is how the FY2026 tracks work, what reviewers reward, and why the June 29 deadline is tighter than it looks.
Read articleThe Institute of Education Sciences has opened its first research competitions since early 2025: five FY27 competitions due October 1, 2026, with roughly $250 million planned across three tranches. But $224 million in withheld FY2025 funds may expire September 30, and topics are now fixed through FY2029.
Read articleThe Institute of Education Sciences launched no new grant competitions in all of FY2026. On August 6, 2026 it announced a three-tranche FY27 restart: five topic-agnostic competitions due October 1, flagship field-initiated grants held until December, and eight research topics that IES says will persist through FY2029.
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