Building schoolwide readiness for social emotional learning: A feasibility and acceptability study of the ReadySET intervention

School readiness is critical for the successful implementation of social-emotional learning (SEL) programs in schools. Unfortunately, few interventions exist that aim to build schoolwide readiness for SEL program implementation. This mixed‐method study sought to develop and pilot an innovative, brief schoolwide intervention called ReadySET within two elementary schools in one southeastern school district, and understand the feasibility, acceptability and preliminary effectiveness of the intervention. Data were collected from kindergarten through third grade teachers, school mental health staff, and administrators via pre- and post-surveys, module evaluation surveys, and interviews. Data also were collected from facilitators through implementation checklists. Findings suggest that ReadySET was feasible to implement and acceptable to school stakeholders. In addition, study findings demonstrated a small, statistically significant improvement in SEL comfort over the course of the intervention. Stakeholders’ beliefs related to SEL commitment and culture, however, declined slightly over time indicating areas for future intervention refinement. Implications of this study are shared related to SEL research, practice, and policy.