The bulk of the current theoretical and empirical literature supports a social–emotional competence perspective in which children with positive social and emotional skills demonstrate resiliency when confronted with stressful situations (e.g., Durlak et al., 2011 Luthar & Brown, 2007). Several models have been proposed for understanding the mechanisms that mitigate problems and promote resilience in children. Social–Emotional Learning, Executive Function, and Mindfulness Given competing demands on time and resources, it is essential that educators find and implement relatively short-term, evidence-based curricular approaches that optimize learning and social adaptation while also proving to be cost-effective ( Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). The reality is that today's schools are facing increased pressure to improve academic performance, while also giving attention to children's social–emotional needs, and are thus expected to do more than ever before with diminishing resources ( Jones & Bouffard, 2012). Recent years have witnessed increased empirical attention to the school-based promotion of students’ social and emotional competence as educators, parents, policymakers, and other societal agencies contemplate solutions to persistent problems during late childhood and early adolescence such as poor academic motivation ( Eccles & Roeser, 2009 Roeser & Eccles, 2014), school dropout ( Battin-Pearson et al., 2000), school bullying and aggression ( Swearer, Espelage, Vaillancourt, & Hymel, 2010), and mental health problems ( Committee on the Prevention of Mental Disorders and Substance Abuse Among Children, Youth, and Young Adults: Research Advances and Promising Interventions, 2009). It is increasingly being recognized that effective education includes practices that bolster students’ social–emotional competencies in tandem with their academic knowledge ( Committee on Defining Deeper Learning and 21st Century Skills, 2012 Schonert-Reichl & Weissberg, 2014). Directions for future research are discussed. The results of this investigation suggest the promise of this SEL intervention and address a lacuna in the scientific literature-identifying strategies not only to ameliorate children's problems but also to cultivate their well-being and thriving. Relative to children in the social responsibility program, children who received the SEL program with mindfulness (a) improved more in their cognitive control and stress physiology (b) reported greater empathy, perspective-taking, emotional control, optimism, school self-concept, and mindfulness, (c) showed greater decreases in self-reported symptoms of depression and peer-rated aggression, (d) were rated by peers as more prosocial, and (e) increased in peer acceptance (or sociometric popularity). Measures assessed executive functions (EFs), stress physiology via salivary cortisol, well-being (self-reports), prosociality and peer acceptance (peer reports), and math grades. To test this hypothesis, 4 classes of combined 4th and 5th graders ( N = 99) were randomly assigned to receive the SEL with mindfulness program versus a regular social responsibility program. The authors hypothesized that a social and emotional learning (SEL) program involving mindfulness and caring for others, designed for elementary school students, would enhance cognitive control, reduce stress, promote well-being and prosociality, and produce positive school outcomes.
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