Developing agency in early childhood, higher education and adult education through mindful approaches, yoga techniques, well-being, and biopsychosocial interventions in international education spaces

• In Event: Agency and empowerment in ECD

Proposal

Title: Developing "Agency" in Early Childhood Education via Mindfulness, Well-being, and Nutrition-led Interventions in Students with Trauma in the Public School System in India
Author: Darsh Golechha, EdM Student, Harvard Graduate School of Education

Abstract: This paper analyzes a comprehensive mindfulness, well-being, and nutrition intervention implemented in early childhood education within the public school systems of Delhi, Uttarakhand, and Tripura, India. The program aimed to develop "agency," defined as the emotional capacity to make mindful choices among young learners aged 3-8 and 8-18. The intervention focused on empowering children to cultivate essential skills such as curiosity, decision-making, adaptability, resilience, and intuition while addressing stress, anxiety, trauma, and PTSD. The program was integrated into daily school routines for 30 minutes each day alongside traditional education.

Type of Research Contribution:
Applied Research

Relevance to CIES 2025: This study aligns with the theme of CIES 2025 by addressing the urgent need to innovate education systems to support holistic child development in socioeconomically diverse contexts. It provides insights into how educational interventions can foster essential skills for the 21st century, particularly in regions marked by socio-economic challenges and high levels of childhood trauma. The research contributes to global discussions on educational equity, mental health, and skill-building by highlighting a novel approach to integrating social-emotional learning into public education in India.

Research Focus: The intervention aimed to foster cognitive, emotional, and social skills in early childhood education, particularly in contexts marked by trauma, disadvantage, or special needs. It examined the impact of a daily mindfulness, well-being, and nutrition program on cognitive development and the fostering of critical skills in young learners in public schools, especially those with trauma or from challenging backgrounds. The study also assessed how the program's effects varied across different demographics within these states.


Need and Background: The intervention addresses the need to enhance the emotional and cognitive skills of children in public schools, especially those from underserved communities or who have experienced trauma. Many of these children struggle with socio-emotional challenges that impede learning and development. Prior research demonstrates the benefits of mindfulness and social-emotional learning in fostering resilience, decision-making, and emotional regulation (Nelson et al., 2019). However, there is limited evidence on the effectiveness of such programs in the unique context of Indian public schools, where socio-economic disparities and cultural differences present distinct challenges.

Methods and Frameworks: The study employed a mixed-methods approach that included quantitative and qualitative data collection and analysis, guided by frameworks of cognitive development and socio-emotional learning. The program consisted of daily sessions involving mindfulness exercises, nutritional education, and reflective activities to develop emotional intelligence, self-awareness, and decision-making skills. It was piloted in three public schools, one in each state, involving diverse groups of students, including children with ADHD, disabilities, and from underprivileged backgrounds, such as orphans and visually impaired students.

Data Collection and Analysis: Data were collected through:

Pre- and Post-Intervention Assessments: Standardized tests and observational tools measured changes in cognitive skills, emotional well-being, academic performance, and social behaviors.
Interviews: Semi-structured interviews with teachers and parents provided qualitative data on changes in classroom dynamics, student behavior, and home environments.
Longitudinal Tracking: The academic progress and career trajectories of students were tracked over time to assess the long-term impact of the program.
Data were analyzed using statistical methods to identify significant changes, thematic analysis for qualitative data, and comparative analysis to examine differential impacts across demographic groups.

Preliminary Findings: The intervention led to significant improvements in classroom behavior, reduced anxiety levels, and enhanced decision-making skills among participants. Teachers reported increased engagement and more inclusive classroom environments, while students showed gains in emotional regulation and cognitive development. The impact was particularly pronounced among students with trauma, ADHD, and those from underprivileged backgrounds, supporting the hypothesis that targeted interventions can foster critical life skills and academic success.

Program Impact: The program demonstrated positive impacts on both immediate and long-term student development. In the short term, students exhibited reduced anxiety, improved focus, and greater emotional resilience, which translated into better classroom behavior. The long-term potential includes enhanced academic performance, social integration, and career outcomes. These findings highlight the importance of integrating mindfulness, well-being, and nutrition programs into early childhood education, especially in low-resource settings where children face multiple adversities.

Identified Successes and Areas for Improvement:
The intervention demonstrated several successes:

Cognitive Development: Significant improvements were observed in cognitive skills, emotional regulation, and the ability to make mindful choices.
Emotional Well-being: There was a notable reduction in anxiety levels, increased classroom engagement, and improved decision-making skills.
Inclusive Classroom Environment: Teachers reported a more inclusive and supportive classroom atmosphere, particularly among students with trauma, ADHD, and those from underprivileged backgrounds.
Areas for improvement include refining the implementation strategy to better support diverse learning needs and ensuring sustainable funding mechanisms to scale the program.


Conclusion and Implications: The findings suggest that integrating mindfulness, well-being, and nutrition programs into early childhood education can play a critical role in developing "agency" and essential life skills among young learners. The study adds to the growing body of evidence advocating for social-emotional learning in educational policy and practice globally. Given the program's initial success, further research and scaling efforts are necessary to explore its potential across diverse educational contexts.

Next Steps: Conducted in collaboration with the Human Flourishing Program and Research Schools International at Harvard University, the Governments of Delhi, Uttarakhand, and Tripura, and Labhya (an NGO in India), this project will focus on refining data collection, expanding to diverse educational settings, and engaging policymakers to explore broader applications. The study aims to provide a robust evidence base for integrating compulsory mindfulness, well-being, and nutrition programs in early childhood education, potentially influencing educational policy development globally.

By addressing critical gaps in child development and fostering essential life skills, this study offers significant insights for educators, policymakers, and practitioners interested in adopting innovative approaches that prioritize mental health, well-being, and skill-building in the 21st century.

Author

• Darsh Golechha