Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program...

Area of Science:

• Educational Psychology
• Developmental Psychology
• Neuroscience

Background:

• Social and emotional learning (SEL) is crucial for children's development.
• Mindfulness and prosocial activities are potential components of effective SEL programs.
• Existing research often focuses on problem amelioration rather than well-being cultivation.

Purpose of the Study:

• To investigate the impact of an SEL program incorporating mindfulness and caring on elementary students.
• To assess the program's effects on cognitive control, stress, well-being, prosociality, and academic outcomes.
• To address the need for interventions that foster both problem reduction and thriving.

Main Methods:

• Randomized controlled trial with 99 4th and 5th graders.
• Comparison between an SEL with mindfulness program and a social responsibility program.
• Assessment of executive functions, salivary cortisol, self-reports, peer reports, and math grades.

Main Results:

• SEL program participants showed greater improvements in cognitive control and stress physiology.
• Enhanced self-reported empathy, emotional control, optimism, and mindfulness.
• Reduced symptoms of depression and peer-rated aggression, with increased prosociality and peer acceptance.

Conclusions:

• The SEL program with mindfulness demonstrates significant promise for enhancing multiple aspects of child development.
• This intervention effectively cultivates well-being and prosocial behaviors alongside problem reduction.
• Findings highlight the potential of integrated SEL and mindfulness for promoting thriving in school-aged children.