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.
See this in plain English?
AI-rewrites the medical criteria so a patient or caregiver can understand them. Always confirm with the trial site.
Mean Change from Baseline in Student Prosocial Behavior Scores measured with Peer Nominations at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Student Prosocial Behavior Scores measured with Peer Nominations at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Student Optimism Scores on the Optimism Subscale of the Resiliency Inventory at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Student Optimism Scores on the Optimism Subscale of the Resiliency Inventory at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Student Attention and Concentration Scores on the Attention and Concentration Subscale of the Teacher Social Competence Rating Scale at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Student Attention and Concentration Scores on the Attention and Concentration Subscale of the Teacher Social Competence Rating Scale at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Student Social and Emotional Competence Scores on the Social and Emotional Competence Subscale of the Teacher Social Competence Rating Scale at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Student Social and Emotional Competence Scores on the Social and Emotional Competence Subscale of the Teacher Social Competence Rating Scale at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Teacher Self-Compassion Scores on the Teacher Self-Compassion Scale at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Teacher Self-Compassion Scores on the Teacher Self-Compassion Scale at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Teacher Stress Scores on the Stress Scale at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Teacher Stress Scores on the Stress Scale at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention
Mean Change from Baseline in Teacher Burnout Scores on the Maslach Burnout Inventory at 14 weeks and 6-month follow-up
Timeframe: From baseline to end of intervention at 14 weeks
Mean Change from Baseline in Teacher Burnout Scores on the Maslach Burnout Inventory at 14 weeks and 6-month follow-up
Timeframe: From 14 weeks to 6 months after the end of intervention