This study involved fifth-grade students (N = 336) from one Florida school district and examined prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions of classroom climate between the treatment group who received the school counselor-led Student Success Skills classroom guidance program, and their peer counterparts (comparison group). Statistically significant differences were found (p values ranged from .000–.019), along with partial eta-squared effect sizes ranging from .01 (small) to .26 (quite large) between groups. Evidence supported the Student Success Skills classroom program as a positive intervention for affecting student engagement, perceptions and behavior.
