First, many can be integrated into the daily teaching practice of educators (Greenberg et al. The popularity of these approaches likely stems from several factors. Enhancing social and emotional competencies in children through universal programming within classrooms has been a growing area of school-based program development, and in turn, a significant body of evaluation studies (including meta-analyses) has emerged (Durlak et al. Over the past nearly two decades, there has been a growing recognition that to succeed in the twenty-first century, children need to be taught not only academic skills, but also social and emotional skills. The study suggests that mindfulness-based SEL intervention can improve psychosocial and behavioral outcomes in young children. There were no gender differences regarding changes in any of the five study outcomes. ![]() Additionally, there was a significant decrease in executive functioning deficits among students who participated in MindUP. Students who received the intervention demonstrated an improvement in adaptive skills and reduction in behavioral symptoms, internalizing composite, and externalizing composite outcomes. Teachers assessed the behavior of students ( N = 584 intervention n = 261 comparison n = 323) both pre- and post-intervention with two measures: the Behavior Assessment System for Children, Third Edition, Teacher Rating Scales (BASC-3 TRS) and the Behavior Rating Inventory of Executive Function-Preschool and Child Version (BRIEF-P BRIEF-2). ![]() ![]() MethodsĪ total of 23 classrooms were assigned to the intervention group, in which the teachers implemented MindUP, and 19 classrooms were assigned to the comparison group, in which the teachers delivered their classes as usual. We evaluated the impacts of a mindfulness-based social and emotional learning (SEL) program on behavioral problems, adaptive skills, and executive functioning among kindergarten students.
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