About this session

Thursday, 3:30 PM - 5:00 PM

Impacts of MindUP Early Years on Teacher Well-Being and Preschoolers’ Social-Emotional and Self-Regulatory Skills

The Pandemic of 2020 focused attention on educational disparities between children from different socioeconomic and racial backgrounds (Kuhfeld et al., 2022), as well as on pressing mental health-related needs among students and teachers alike (USDHHS, 2021). In this context, Social Emotional Learning (SEL) programs were recommended to support teaching, learning, and the well-being of both students and educators (USHHS, 2021). The MindUP Early Years program is a 15-week mindfulness-based SEL curriculum designed to cultivate preschoolers’ SEL competencies and “reduce stress and aggressive behavior, improve focus and academic performance, and increase resiliency for success in school and in life” (The Hawn Foundation, 2024). Weekly lessons involve exploring thematic activities with the whole class (e.g., gratitude), as well as experiential practices that cultivate mindfulness of sensations (e.g., tastes) and focused attention through the “brain break practice” in which children practice attending to sound (a ch

Paper #1
Title	Impacts of MindUP Early Years on Preschool Children’s Self-Regulatory, Emotion and Social Skills
Presenting author	Andrew J. Mashburn, Ph.D., Portland State University, United States

Paper #2
Title	Impacts of the MindUP Early Years Program on Preschool Teachers’ Well-being
Presenting author	Robert W. Roeser, Ph.D., Pennsylvania State University, United States

Paper #3
Title	More than Just the Curriculum: A Cost Analysis of Supported MindUP Implementation in Preschools
Presenting author	Sebrina Doyle Fosco, Pennsylvania State University, United States

View all paper details

Session chair
Andrew J. Mashburn, Ph.D., Portland State UniversityS, United States

Discussant
Kimberly Schonert-Reichl, University of Illinois Chicago, United States

⇦ Back to schedule