There are fewer evidence-based social and emotional learning programs for middle school students compared to younger grades. This randomized controlled trial tests the effectiveness of Facing History and Ourselves (hereafter, Facing History) with a sample of 694 (Facing History n = 437; Comparison n = 257) students from a low-resourced school district. Youth self-identified as female (59%), Black/African American (61%), Hispanic/Latinx (18%), White (2%), and multi-racial or some other race/ethnicity (19%). Intervention students perceived their classrooms as more caring and democratic than students in the comparison group. They reported higher levels of empathy, prosocial behavior, and stronger participatory citizenship beliefs. This study expands the evidence-based of effective SEL programs available to schools.

与低年级相比，针对中学生的循证社交和情感学习计划较少。这项随机对照试验以 694 个样本（面对历史n = 437 ； 比较n = 257) 来自资源匮乏学区的学生。青少年自我认定为女性 (59%)、黑人/非裔美国人 (61%)、西班牙裔/拉丁裔 (18%)、白人 (2%) 以及多种族或其他种族/民族 (19%)。干预学生认为他们的课堂比对照组的学生更有爱心和民主。他们报告了更高水平的同理心、亲社会行为和更强的参与性公民信念。这项研究扩展了可用于学校的有效 SEL 计划的循证证据。