Singular and Combined Effects of Mindfulness-Based Education Programs on Teacher and Student Well-Being and Classroom Context

• In Event: 29.084 - Systematic Approaches to Mindfulness-Based Interventions for Teachers and Students: Early Childhood and Elementary School Settings

Abstract

Objective
The present research was designed to examine the effectiveness of two interventions that focus on promoting well-being among early adolescents and their teachers. The two interventions include, 1) a social and emotional learning (SEL) program designed to promote adolescents’ psychological well-being and school success – the MindUp program and, 2) a preventative intervention designed to reduce stress and promote well-being among teachers -- SMART-in-Education (Stress Management and Relaxation Training; Roeser et al, 2013). The two programs provide opportunities for individuals to enhance their well-being by engaging in activities identified to promote knowledge and skills associated with positive mental health, stress reduction, and emotional/self regulation.

Theoretical Perspective
There has been a recent call to develop new approaches to promote early adolescents’ health and well-being and deter the effects of everyday stress and adversity by drawing from recent innovations in social-emotional learning (Durlak et al., 2011), neuroscience (Shonkoff, Boyce, & McEwen, 2009), and positive psychology (Seligman & Csikszentimihaly, 2000). One potentially effective way to promote adolescents’ social-emotional competence and well-being is through practicing mindfulness (see Greenberg & Harris, 2012). Mindfulness refers to disciplining your attention to stay on target, being aware of whatever thoughts, feelings, or perceptions might arise but not letting them distract or derail you.

Method / Data Sources
Participants (N = 331 students; N = 12 teachers) were drawn from 12 4th to 7th grade classrooms in public elementary schools in a large urban school district in Western Canada. The classrooms were randomly assigned to receive either the MindUp program (5 classrooms), the SMART-in-Education/MindUp programs in combination (3 classrooms, note that 2 teachers dropped out of this condition before the study began), or serve as controls and receive the regular school curriculum that focused on the promotion of social responsibility (5 classrooms; Treatment as Usual Group – TAU). Of those students recruited, 91% received parental consent and gave their own consent. At pre- and post-test students were assessed on dimensions of social-emotional competence, well-being, and classroom/teacher supportiveness via self- and teacher-reports. Peers completed behavioral measures assessing students’ prosocial behaviors (e.g., sharing, kindness), and students were individually assessed on executive functions via a series of computerized tasks (Directional Stroop Battery and Flanker task).


Results / Scholarly Significance
To examine effects of the interventions, we conducted a series of ANCOVAs, controlling for pretest scores, age, and ESL status. Preliminary analyses that students who received the combined curriculum of SMART-in-Education for teachers AND the MindUp program for students, in contrast to the students in the MindUP only condition or TAU (a) showed greater improvements in self-reported emotional control and optimism, (b) were rated by their teachers as more empathic and, (c) showed significant increases in perceptions of classroom autonomy and classroom supportiveness. Moreover, teachers in the combined condition rated their relationships with students more positively.

Analyses are currently underway examining effects of the interventions in relation to executive functions and peer behavioral assessments. Taken together, these initial results provide support for the importance of addressing both teacher and student SEL in program implementation.

Authors

• Kim A. Schonert-Reichl, The University of British Columbia

• Robert William Roeser, Portland State University

• Eva Oberle, The University of British Columbia

• Jenna Whitehead, The University of British Columbia

• M. Jennifer Kitil, The University of British Columbia

• Molly Elizabeth Lawlor, The University of British Columbia