MindUP

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Program description

MindUp, offered by the Goldie Hawn Foundation, provides a lesson-based approach to SEL. It includes programming for grades preK-8 and demonstrates evidence of effectiveness at grade 4-7. Translated materials for MindUP are available in Spanish.

Strategies supporting educational equity

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.

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      • SEL lessons
      • Relationship building
      • SEL generalization
      • Adult SEL
      • Service-learning
    • 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 (QE) study 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 to 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 study (RCT) 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 1 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.

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  • Evidence shown in grades
    4, 5, 6, 7
    School characteristics
      • Suburban
      • Non-US location
    Student characteristics
    • Not Specified
    Percentage Low Income
    • Not Specified
    • 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 attitiudes

How does MindUP support SEL implementation across multiple settings?

“MindUP provides programming for early years settings (preschool), and classroom-based instruction for Kindergarten to 8th grade students. MindUP also provides resources for families, including newly developed online families courses. MindUP also offers programming for out-of-school settings.”

Get info and pricing on the provider’s website

Go to Provider Site

References

  • Accepted by CASEL
  • 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, 52-56.

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