Abstract
This quasi-experimental, pre-post design study aimed to determine the effects of the Ready for Success classroom program (Brigman & Webb, 2012) on the social/emotional skills and competence of third-grade students. A multivariate analysis of covariance revealed a statistically significant difference at post-tests for third-grade students’ self-awareness, self-management, social awareness, relationship skills, responsible decision-making skills, and overall social/emotional competence as measured by the Devereux Student Strengths Assessment. This study supports school counselor-led social/emotional learning classroom programs to promote students’ social/emotional development in the school setting.
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