Summary
MindUp, offered by the Goldie Hawn Foundation, provides a lesson-based approach to SEL. It includes programming for grades Pre-K-8 and demonstrates evidence of effectiveness at grades 4-7. Translated materials for MindUP are available in Spanish.
Strategies supporting educational equity (CASEL)
MindUP offers strategies for working with bias, youth action projects, and customizing for context. This includes training courses dedicated to improving adult recognition of bias, stereotypes, discrimination, and systemic racism. Additionally, the program includes opportunities for students to create and implement a community action project as well as tips throughout teacher manuals for adapting lessons for diverse learners.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5), Middle (6-8)
Setting
Classroom, Schoolwide, Community
Language
English, Spanish
Cost
Pricing available through provider
# Lessons
15
Program Design
Tier 1 (Universal)
Technology Requirements
For additional information please contact the provider
Staffing Requirements
No additional staffing required
Professional Development
Onsite in-person, Virtual, Offsite, Train the trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a quasi-experimental evaluation conducted in the 2005-2006 school year (published in 2010) supported the effectiveness of MindUP for elementary school students. This evaluation included 246 students who were in grades 4-7 in Canada (57% of the participants identified English as their first language, 23% reported an East Asian language). This evaluation found that students who participated in the program showed significant increases in self-reported optimism compared to students in the control group (outcomes reported approximately 10 weeks after baseline). Additionally, students who participated in the MindUP program showed significant teacher-reported improvements in aggressive behaviors, oppositional behaviors, attention and concentration, and social and emotional competence (i.e., empathy, compassion) compared to students in the control group (outcomes reported approximately 10 weeks after baseline).
A randomized controlled trial conducted in the 2007-2008 school year (published in 2015) supported the effectiveness of MindUP for elementary school students. The evaluation included grade 4 and 5 students enrolled in suburban schools in Canada (66% of participants identified English as their native language, 25% reported an East Asian language). The study found students who participated in the program had significant improvements in peer-nominated prosocial behaviors (i.e., sharing, trustworthiness, helpfulness, taking others’ views), academic self-concept, and self-reported depressive symptomology compared to students in the control group (outcomes reported approximately one year after baseline while controlling for outcome pretest). Additionally, students who participated in the MindUP program had significant improvements in many SEL skills and attitudes, which include self-reported executive functioning, perspective-taking, optimism, empathy, mindfulness, and emotional control over this same period.
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The Effects of a Mindfulness-Based Education Program on Pre-and Early Adolescents’ Well-Being and Social and Emotional Competence. Mindfulness, 1, 137-151.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing Cognitive and Social–Emotional Development Through a Simple-to-Administer Mindfulness-Based School Program for Elementary School Children: A Randomized Controlled Trial. Developmental Psychology, 51(1), 52-56.
Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821.
de Carvalho, J. S., Pinto, A. M., & Marôco, J. (2017). Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness, 8(2), 337-350.
Matsuba, M. K., Schonert-Reichl, K. A., McElroy, T., & Katahoire, A. (2020) Effectiveness of a SEL/Mindfulness Program on Northern Ugandan children. International Journal of School and Educational Psychology