.b

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Designated
SEL-Supportive Program
Indicates that a program meets either the SELect or Promising evidence criteria for improving student or teacher outcomes, but does not fully meet all necessary program design criteria. These programs could be a beneficial part of systemic SEL implementation. To learn more, access CASEL’s updated criteria brief (pdf).
Program description

.b, offered by the Mindfulness in Schools Project, provides a lesson-based approach to SEL. It provides programming for grades 6-12 and demonstrates evidence of effectiveness at grades 7-11. Translated materials for .b are available in Chinese, Danish, Dutch, Finnish, French, German, Icelandic, Italian, Polish, Spanish, and Welsh.

Strategies supporting educational equity

.b features strategies for understanding context. This includes teachers learning strategies during initial training for how to probe the context in which their students live and learn as well as how to adjust instruction accordingly.

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      • SEL lessons
      • Instructional practices
      • SEL generalization
      • Shared agreements
      • Systemic support for SEL
      • Adult SEL
      • Peer mentoring
      • Family Intervention Component
      • Activities and Resources for Home
    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • Technical assistance
    • Professional Learning Communities (PLCs)
    • Online resource library
    • Self-report tools for monitoring implementation
    • Observational tools
    • Tools for measuring student success

Evidence of effectiveness

Results from a quasi-experimental evaluation published in 2013 supported the effectiveness of .b by Mindfulness in Schools for secondary school students in England. This evaluation included 522 public and private school students in grades 6 to 12 (72% white, 16% Asian/Asian American) and found that students who participated in the program self-reported significantly lower depressive symptomatology at both post-test (nine weeks) and at follow-up (three months later) compared to students in the control group (while controlling for outcome pre-test).

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  • Evidence shown in grades
    7, 8, 9, 10, 11
    School characteristics
      • Non-US location
    Student characteristics
    • Asian / Asian American
    • White
    Percentage Low Income
    • Not Specified
    Study design type
    • QE
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • Yes
    • Improved academic performance
    • Reduced emotional distress
    • Improved identity development and agency
    • Reduced problem behaviors
    • Improved school climate
    • Improved school connectedness
    • Improved social behaviors
    • Improved teaching practices
    • Improved other SEL skills and attitudes

How does .b support SEL implementation across multiple settings?

“Our program is promotes trained teachers role-modeling mindfulness in their activities and relationships throughout the school community. We encourage individuals and schools implementing our program to demonstrate the attitudes of mindfulness in the classroom, schoolwide, and with parents and in the wider community. ”

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References

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