Well-being in Students and Teachers Study

Summary

The goal of this randomized trial is to test the effectiveness of two universal classroom-based mindfulness social and emotional learning (SEL) programs (one for students and one for teachers) by examining behavioral outcomes on 5th and 6th grade students and their teachers. The main questions it aims to answer are:

* What are the singular and combined effects of a mindfulness-based SEL education programs for teachers and their students on the development of students' and their teachers' social, emotional, and cognitive competence, and well-being?
* Can mindfulness-based SEL education programs for students and teachers foster the creation of caring, inclusive, equitable, and collaborative classroom contexts?
* Can mindfulness-based SEL education programs support the development of students' and teachers' prosocial attitudes, mindsets that positively impact student learning?
* Are the effects durable beyond the end of the programs with regard to the singular and combined mindfulness-based SEL interventions?

A total of 24 classrooms will be randomized into one of three study conditions:

1. Mindfulness SEL program for Educators only
2. Mindfulness SEL program for Educators and Mindfulness SEL program for Students in combination, and
3. "Business as usual" (comparison groups in which regular classroom SEL curricula is implemented).

Data will be obtained via multiple objective and subjective methods (e.g., self- and teacher-reports, peer behavioral assessments) from different sources (e.g., self-, peer-, and teacher-reports). Data will also be collected to monitor implementation of the two programs. To explore the ways in which these two programs impact student, teacher, and classroom outcomes, data will be analyzed to compare students and teachers in the three conditions. In Phase One (year one), the investigators will conduct an experimental "outcome" study to examine the singular and combined effects of the two programs by comparing pre-test and post-test measures across the three conditions. In Phase Two (year two), the investigators will conduct a six-month follow up with those teachers and students who participated in Phase One in order to determine the degree to which the program effects are durable after the program has ended.

Conditions

• Prosocial Behavior
• Community Sense
• Optimism
• Anxiety
• Social Competence
• Self-Compassion
• Stress, Psychological
• Burnout, Professional
• Efficacy, Self
• Self Awareness

Interventions

BEHAVIORAL

Mindfulness-based social and emotional learning (MBSEL) program for educators

MBSEL for educators is a program designed to improve teachers' ability to deal with stress and enhance their well-being and teaching. Lessons include: (1) Introduction to the Science, (2) Brain, Attention, \& Well-being, (3) Positive Neuroscience, (4) Mindful Teaching, (5) Embracing Self-Compassion, (6) Finding Your Compass: Intentions for Mindful Living. This 2-hour program is self-paced and delivered online.

BEHAVIORAL

Mindfulness-based social and emotional learning (MBSEL) program for students

MBSEL program for students consists of 17 lessons taught about once a week (40-50 minutes per lesson). The core mindfulness program practices (done every day for 3 minutes three times a day) consist of focusing on one's breathing and attentive listening to a single resonant sound. The lessons focus on promoting prosocial behavior (e.g., kindness, altruism), resiliency, well-being, and reducing stress in students. It also incorporates an eco-behavioral systems orientation.

Sponsors & Collaborators

• University of Illinois at Chicago

  lead OTHER

Principal Investigators

• Kimberly A Schonert-Reichl, PhD · University of Illinois at Chicago

Study Design

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

NONE

Model

PARALLEL

Eligibility

Sex

ALL

Healthy Volunteers

Yes

Timeline & Regulatory

Start

2024-01-30

Primary Completion

2025-04-15

Completion

2025-06-15

Countries

• United States

Study Locations