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David Preisig; Regula Neuenschwander – Child & Youth Care Forum, 2025
Background: Despite the growing interest in school-based mindfulness training (SBMT) and its evaluation, evidence on the effectiveness of SBMT is still limited and somewhat inconsistent. Further, knowledge on the role of implementation quality, which is essential for a more widespread use of SBMT, is scarce. Objective: This study examined effects…
Descriptors: Metacognition, Training, Program Effectiveness, Elementary School Students
Sebrina L. Doyle Fosco; Deborah L. Schussler – Prevention Science, 2025
School-based mindfulness programs (SBMPs) have shown a range of academic, emotional, and behavioral outcomes. However, heterogeneity in curricular content obscures accurate interpretation of results. To unpack the "black box" of SBMPs and better contextualize intervention outcomes, this investigation examined the practices, skills, and…
Descriptors: Metacognition, Training, Stress Management, Curriculum
Costanza Ruffini; Camilla Chini; Giulia Lombardi; Silvia Della Rocca; Annarita Monaco; Sara Campana; Chiara Pecini – Mind, Brain, and Education, 2024
Interventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second-grade students. One hundred and four…
Descriptors: Training, Executive Function, Elementary School Students, Grade 2
Ru Ying Cai; Chris Edwards; Abigail M. A. Love; Lydia Brown; Vicki Gibbs – Autism: The International Journal of Research and Practice, 2024
People thrive in compassionate environments. For autistic people, their environments are often non-conducive to care and support. We propose that cultivating autistic people's self-compassion may be an antidote to the mental health difficulties arising from environmental causes. The current study aimed to pilot a self-guided online self-compassion…
Descriptors: Self Concept, Well Being, Emotional Response, Self Control
Alysse M. Loomis – Society for Research on Educational Effectiveness, 2024
Background/Context: Childhood trauma can increase preschooler's risk for behavioral problems, poor student-teacher relationships, and expulsion (Loomis, 2020; Zeng et al., 2019). Efforts have been undertaken to address the gaps in knowledge and confidence of ECE teachers by integrating trauma-informed approaches into ECE settings, who by virtue of…
Descriptors: Trauma Informed Approach, Teacher Competencies, Knowledge Level, Self Efficacy