![]() ![]() Social and emotional learning (SEL) programs in the schools focus on developing a wide range of students’ interpersonal, self-regulatory, and emotional competencies. Results of the present study add to the growing knowledge base on the positive effects of school-based mindfulness programs and point to a need for more rigorous inquiry into the extent to which students and teachers are engaged with mindfulness programs both during the program itself and in their day to day functioning. Descriptive analyses suggest that outcomes tended to be more positive in classrooms with higher levels of teacher and student engagement. Program outcomes were not associated with child sex or race/ethnicity, but did vary by grade. Results indicated that the mindfulness program was associated with significant improvements in teacher ratings of externalizing and prosocial behaviors. ![]() The present study investigated the effects of an 8-week (16 session) school-based mindfulness program for young children across 8 classrooms (K through 2) using a quasi-experimental delayed-intervention control group design. The programs that we have studied include: the Wings for Kids after-school Social Emotional Learning program in Charleston, SC to support Kindergartners' long-term development of SEL skills in elementary schools the MP3 program to support teachers' implementation of the MindUP (mindfulness-based SEL) program in pre-K through 3rd grade classrooms in Vancouver, WA the Early Kindergarten Transition program to support children and families during school transitions in Multnomah County, OR the MPower program to support middle school teachers in Portland Public Schools with mindfulness training the MindUP-Pre-K program to support preschoolers' development of social, emotional, self-regulatory, and academic skills and the Preschool RULER program supporting children's emotional intelligence in early childhood.įollow the "Research" link below to learn more about each project.Schools are an attractive setting for implementation of mindfulness-based programs because mindfulness practices, by their very nature, align with a wide range of core educational goals. Robert Roeser (now at Penn State University) and researchers at Yale University, the University of Virginia, and the College of Charleston to conduct studies of the implementation and impacts of SEL and Mindfulness programs that support teachers and children. Because the early childhood years are a critical time for developing these key social, emotional and regulatory skills, much of our work involves supporting children and their teachers during preschool and early elementary grades. The goal of the Social Emotional Learning and Mindfulness Research Team is to conduct research to better understand and enhance the impacts that SEL and MT programs have on improving the social-emotional skills, self-regulation, health, and well-being of teachers and children in schools. There is a growing body of research showing that school-based Social Emotional Learning (SEL) programs and Mindfulness Training (MT) programs can have positive benefits for teachers and students. We believe that an effective system of education should also support the social, emotional, and self-regulatory skills of students and promote the health and well-being of teachers and other adults in schools. ![]() Our system of public education has organized itself around achieving student proficiency on tests of academic skills. ![]()
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