PEDALS for Preschool Classrooms

Implementation Evaluation

Elaine Lin Wang, Nastassia Reed, Christopher Joseph Doss, Jill S. Cannon

Research SummaryPublished Sep 20, 2024

PEDALS (Positive Emotional Development and Learning Skills) is a two-year program that combines Second Step® Early Learning, an evidence-based social-emotional skill-building curriculum, with comprehensive supports for teachers and site directors. Second Step covers five units: skills for learning, empathy, emotion management, friendship skills and problem-solving, and transitioning to kindergarten. Second Step was designed for students ages four to five but is modified by PEDALS for three-year-olds. Educators teach one Second Step lesson daily using required lesson materials.

To assist program staff and funders with program improvement, RAND researchers evaluated the implementation of PEDALS. This brief presents preliminary implementation study results.

Educators Had Favorable Perceptions of the Second Step Curriculum

In the survey, almost all site directors and teachers either somewhat or strongly agreed to favorable statements about the Second Step curriculum. The boxes throughout the brief provide example survey responses.

Four pie charts comparing teacher and site director responses to two statements.

Second Step is age-appropriate for the children I teach.

  • Teachers
    • Strongly agree: 71%
    • Somewhat agree: 28%
    • Somewhat disagree: 1%
  • Site directors
    • Strongly agree: 100%

Second Step is well-aligned with my site's program goals.

  • Teachers
    • Strongly agree: 62%
    • Somewhat agree: 35%
    • Somewhat disagree: 3%
  • Site directors
    • Strongly agree: 100%

Site directors had more influence over the decision to adopt Second Step than teachers did. This could account for site directors’ more-positive perceptions of the curriculum. Additionally, two-thirds of teachers strongly agreed that Second Step accommodated all children’s needs.

Teachers Found That PEDALS Training Was Useful and Prepared Them for PEDALS Implementation

Large proportions of teachers strongly agreed that the training and materials prepared them to implement Second Step—for example, by providing them with hands-on opportunities to try out the approach. Teachers and site directors also reported high levels of satisfaction with the quality of the trainings.

Two pie charts comparing teacher responses to two statements.

The training(s) prepared me to use the Second Step approach in the classroom.

  • Teachers
    • Strongly agree: 74%
    • Somewhat agree: 26%

The training(s) provided opportunities for me to try out the Second Step approach.

  • Teachers
    • Strongly agree: 66%
    • Somewhat agree: 26%
    • Somewhat disagree: 8%

Educators Found PEDALS Coaching Support Very Helpful in Implementing Second Step

PEDALS coaches observed and provided insights on teachers' interactions with their students and modeled lesson delivery and Second Step–aligned practices. Both teachers and site directors strongly agreed that the coaches exhibited desirable personal and professional qualities, were aware of the implementing context, and were responsive to educators' needs. In open-ended responses, teachers and site directors alike praised their coaches as "ery knowledgeable and extremely helpful" and "nice and supportive."

Three pie charts comparing teacher and site director responses to two statements.

My coach is empathetic (e.g., friendly, humble, genuine, open to new points of view).

  • Teachers
    • Strongly agree: 93%
    • Somewhat agree: 7%
  • Site directors
    • Strongly agree: 100%

My coach adequately supports me to use Second Step in my classroom.

  • Teachers
    • Strongly agree: 89%
    • Somewhat agree: 11%

We absolutely love . . . the way coaches build relationships with teachers that helps them to build their sense of self-efficacy.

Site director on PEDALS coaching

Most Teachers Felt Confident in Their Use of Second Step, but Fewer Believed That They Could Improve Implementation over Time

About six in ten teachers strongly agreed with being confident in their use of Second Step lessons, but fewer felt that they could improve their use of the curriculum. This may be a signal that PEDALS could further support educator mastery.

Two pie charts comparing teacher responses to two statements.

I am confident that I can teach the lessons in the Second Step curriculum.

  • Teachers
    • Strongly agree: 61%
    • Somewhat agree: 36%
    • Somewhat disagree: 3%

I believe I can improve how I use Second Step over time.

  • Teachers
    • Strongly agree: 42%
    • Somewhat agree: 47%
    • Somewhat disagree: 11%

Educators Were Less Consistently Observed Engaging in Second Step–Aligned Practices When Children Were Having a Difficult Time or Interpersonal Conflicts

Observers noted that some practices were applied with greater consistency by teachers. These practices included getting down to a child's level and using a sympathetic tone. However, observers saw other practices being applied less consistently, such as prompting the child to use a developmentally appropriate calm-down strategy or prompting the child to ask another child what they are feeling.

Percentage of observations in which an opportunity to use a practice was present and observed

  • Getting down to the child's level: 67%
  • Using a sympathetic tone with the child: 66%
  • Prompting use of a calm-down strategy: 42%
  • Asking the child about their feelings: 22%

Many Site Directors Reported Supporting the Use of Child Screenings; Fewer Reported Practices Around Organizational Improvement, Sustainability Planning, and Family Engagement

Site directors reported using screeners, providing teachers and families access to the results, and having written procedures when a child is identified with having social-emotional needs. However, fewer site directors reported setting continuous improvement goals around PEDALS, conducting an organizational self-assessment of PEDALS implementation, considering how potential new hires approach social-emotional learning, and communicating to families about PEDALS.

Two pie charts comparing site director responses to two statements.

At my site(s), we use a validated screening assessment to screen children's social-emotional development.

  • Site directors
    • Strongly agree: 13%
    • Somewhat agree: 87%

I have conducted an organizational self-assessment of how well my site(s) is (are) implementing PEDALS.

  • Site directors
    • Strongly agree: 19%
    • Somewhat agree: 31%
    • Somewhat disagree: 50%

Going Forward

These findings provide evidence that educators are implementing most of the PEDALS model as intended. The findings also suggest the following ways in which PEDALS program leadership can further improve program delivery and supports:

  1. Support teachers to develop a continuous improvement orientation to implementing Second Step.
  2. Better support teachers to address interpersonal conflict or behavioral needs in children.
  3. Focus on preparing site directors to sustain PEDALS after implementation supports end.

How the Evaluation Was Conducted

The RAND team looked at a cohort of PEDALS educators who started participating in the PEDALS program and implementing Second Step in classrooms in fall 2022. Data collection occurred from fall 2023 to winter 2024. Researchers administered educator surveys, conducted classroom observations, and interviewed educators and PEDALS coaches in western New York and southeast Michigan. The findings represent an implementation of PEDALS that educators experienced over one year of the program.

Visualization showing the study sample size which consists of 20 PEDALS sites in Michigan and New York, 39 classrooms, 66 teachers, and 16 site directors.

Study Sample

  • 20 PEDALS sites in Michigan and New York
  • 39 classrooms
  • 66 teachers
  • 16 site directors
Cover: PEDALS for Preschool Classrooms

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RAND Style Manual
Wang, Elaine Lin, Nastassia Reed, Christopher Joseph Doss, and Jill S. Cannon, PEDALS for Preschool Classrooms: Implementation Evaluation, RAND Corporation, RB-A3269-1, 2024. As of October 12, 2024: https://www.rand.org/pubs/research_briefs/RBA3269-1.html
Chicago Manual of Style
Wang, Elaine Lin, Nastassia Reed, Christopher Joseph Doss, and Jill S. Cannon, PEDALS for Preschool Classrooms: Implementation Evaluation. Santa Monica, CA: RAND Corporation, 2024. https://www.rand.org/pubs/research_briefs/RBA3269-1.html.
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