Compassionate Schools Project Curriculum Study Findings Show Benefits For Students

The article, "Promoting 21st Century Health and Wellness Skills in Elementary School Children: a Group Randomized Trial" reports on a study that evaluated a whole-child health and wellness curriculum in elementary schools through a group randomized trial.

 

 

Positive Outcomes: The study found positive effects on several SEL skills and behavioral indicators, particularly in schools serving high-poverty communities. The impact was stronger in these schools, suggesting that the curriculum had a greater effect where the need was higher.

 

Direct Effects: Students in the intervention schools showed improved attention control, self-efficacy, and perceived peer support over time compared to those in control schools. These outcomes are significant as they are linked to long-term positive behavioral, academic, and social outcomes.

 

Curriculum and Study Design: The curriculum integrated Social and Emotional Learning (SEL) skills such as mindfulness, compassion, and physical awareness, with the goal of enhancing academic engagement, personal well-being, and student behavior. The study involved 45 elementary schools, divided into an intervention group (using the new curriculum) and a control group (education as usual), with effects measured over two years of directed implementation and followed up for two additional years.

 

Moderated Effects: In high-poverty schools, the curriculum was associated with improvements in social problem-solving, prosocial behavior, and reductions in conduct problems. These findings highlight the curriculum's potential to promote resilience, particularly in more challenging school environments.

 

Implementation and Sustainability: The curriculum was designed with attention to fitting within existing school systems, which facilitated its integration and sustainability. The study emphasizes the importance of aligning such interventions with school priorities and operational realities to ensure long-term success.

 

The study underscores the importance of SEL-focused curricula in promoting health and wellness in elementary school children, particularly in high-poverty areas, and offers insights into the design and implementation of sustainable school-based interventions.

 

From the University of Virginia publication, UVA Today's article, "Principal: UVA Mindfulness Research for Students Is a 'Game-changer:"

 

“I have been amazed by the rigorous work of the researchers, educators, school administrators, funders, advisers, community partners and more, who all came together with us to fill an important void in knowledge,” Owsley Brown III, board member of the Contemplative Sciences Center at UVA, said. “Mindfulness practices are well known to be effective in many settings, and they are often used in schools, but there hasn’t been high-quality research on whether and how they support learning for young kids. Louisville has given a rich trove of answers, and this is just the beginning.”