Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial.

TLDR

The study tested whether a mindfulness‑based SEL program for elementary students would improve cognitive control, reduce stress, enhance well‑being and prosocial behavior, and yield better school outcomes. Ninety‑nine fourth‑ and fifth‑grade students in four classes were randomized to the SEL program or a standard social‑responsibility curriculum, and researchers measured executive functions, salivary cortisol, self‑reported well‑being, prosociality, peer acceptance, and math grades. Children receiving the SEL program showed greater gains in cognitive control and stress regulation, higher empathy, perspective‑taking, emotional control, optimism, school self‑concept, and mindfulness, reduced depression and aggression, and increased peer‑rated prosociality and acceptance, indicating the intervention’s promise.

Abstract

The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes. To test this hypothesis, 4 classes of combined 4th and 5th graders (N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology; (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Directions for future research are discussed.