International Journal of Frontiers in Sociology

ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

A Study of a Social-Emotional Learning Program for

College Students Integrating Mindfulness
Zhaodan Nie1,*, Yunli Zuo1, Zhouhong Wang1, Xiaoxia Chen1
1
Institute of Education, Yunnan College of Business Management, Kunming, China
*
Corresponding author: [email protected]

Abstract: With the increasing attention to psychological problems, the concepts of social-emotional
learning and mindfulness have gradually entered people's view. This paper analyzes the possibility of
integrating mindfulness and social-emotional learning and confirms the existence of a correlation
between the two through practical investigations, on the basis of which a social-emotional learning
program integrating mindfulness is explored. The program integrates mindfulness practices with social-
emotional learning to provide students with opportunities for holistic development through the
development of competencies such as emotional awareness, interpersonal communication, and social
adaptation. The study analyzes mindfulness activities and related mindfulness concepts under the five
core themes and secondary themes of social-emotional learning. In addition, the study explores the
challenges that may arise during implementation and proposes solutions accordingly.

Keywords: mindfulness; social-emotional learning; emotional cognition; integrated teaching

1. Introduction

In recent years, despite the improvement of living standards, the fiercely competitive social
environment has led people to generally face emotional problems such as stress, depression, and anxiety.
Therefore, global attention to mental health issues has significantly increased, and governments,
international organizations, and academia are increasing their efforts to promote the development of
research, prevention, and intervention measures for mental health. According to the WHO, mental health
issues, especially anxiety and depression, have become a major component of the global disease burden
[1]. In addition, mental health is not only related to individual well-being, but also affects economic
productivity and social stability. Therefore, enhancing the accessibility and quality of mental health
services has become one of the global public health priorities.
On the one hand, it has been found that social-emotional learning (SEL) is increasingly important in
education. It can assist children and adults in developing skills and attitudes comprehensively to achieve
individual and collective goals. This process involves emotional management, shaping a healthy identity,
cultivating empathy, establishing supportive relationships, and making responsible and caring decisions.
Through SEL, individuals can not only better understand their own and others' emotions, but also
effectively cope with emotions and establish positive interpersonal relationships. This type of learning
not only contributes to personal growth, but also provides a foundation for the development and progress
of society, as it cultivates more socially responsible and empathetic behavior patterns, driving society
towards a more just, equal, and harmonious direction.
In addition, since the 2010s, meditation has become a hot topic in society, with words such as healing
and mindfulness frequently appearing. Meditation, especially Mindfulness Meditation, is widely studied
and practiced in the fields of mental health, psychotherapy, and personal development. Mindfulness
originates from Buddhist tradition, and Kabat defines it as a non-judgmental, present moment
consciousness or awareness[2]. This form of meditation has been integrated into various psychotherapy
models, such as Mindfulness Based Cognitive Therapy (MBCT) and Mindfulness Based Stress
Reduction (MBSR). Research has shown that meditation and mindfulness training can effectively reduce
anxiety, depression, and stress, while improving emotional regulation and self-awareness [3]. These
technologies are seen as effective tools for enhancing psychological resilience and personal well-being.
The promotion of mindfulness meditation is not limited to personal practice, but it is also adopted by
businesses, educational institutions, and healthcare systems to enhance the overall well-being of
employees, college students, and patients. For college students, these programs aim to cultivate their
mindfulness and effectively combine theoretical knowledge with practical behavior to improve their

Published by Francis Academic Press, UK

-99-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

psychological well-being and learning outcomes [4]. By implementing mindfulness and counseling
programs in the university environment, not only can the mental health of college students be improved,
but their learning motivation and academic performance can also be enhanced. Regular mindfulness
exercises can improve attention, reduce stress responses, and enhance emotional regulation abilities,
thereby bringing positive changes in academic and personal development [5].Therefore, mindfulness
programs are seen as an effective educational tool and a worthwhile educational innovation to invest in.
This study aims to explore the SEL program that integrates mindfulness. By conducting a survey on
the mindfulness level and SEL ability of college students, we aim to understand their current state and
explore how to enhance their SEL ability by integrating mindfulness. Specifically, the research objectives
include: Firstly, evaluating the mindfulness level and SEL ability of college students to understand their
performance and needs in these two fields; Secondly, design an SEL program that integrates mindfulness
and promotes the improvement of emotional cognition and interpersonal communication skills among
college students through mindfulness exercises, emotional management skills training, and other
methods. Through these research objectives, we aim to provide effective interventions and support for
the mental health and comprehensive development of college students, and to provide theoretical and
practical guidance for promoting their personal growth and social integration.

2. The Concept of Mindfulness and SEL and the Possibility of Integration

2.1 The Concept of Mindfulness and SEL

2.1.1 Mindfulness
Mindfulness is an ancient and complex psychological state that primarily involves comprehensive
attention to current experiences and non-critical consciousness. This concept originated from the
Buddhist tradition, particularly in its practice of meditation, where mindfulness (Sati in Pali and Smrti in
Sanskrit) is awareness of mental activities and sensations. In Buddhism, mindfulness is the keyway to
achieve spiritual enlightenment and liberation. At the end of the 20th century, mindfulness was
introduced into the field of Western psychotherapy and personal development. Jon Kabat Zinn was one
of the pioneers who introduced mindfulness into the mainstream of Western medicine and psychology.
He founded MBSR in 1979 with the aim of helping people manage pain and stress through mindfulness
meditation. Kabat Zinn defines mindfulness as "conscious attention to current things within a specific
time and space, non-judgmental awareness". Subsequently, this concept has gradually been applied to
various clinical psychotherapy methods, such as MBCT, which is a treatment method that combines
cognitive-behavioral therapy (CBT) and mindfulness techniques to prevent the recurrence of depression
[6]. Research has shown that mindfulness training can effectively reduce symptoms of anxiety and
depression, improve attention, enhance emotional regulation abilities, and enhance empathy and
interpersonal relationships. In the field of education, mindfulness is used to help college students manage
exam pressure and improve learning efficiency; In enterprises, mindfulness training is used to improve
employee job satisfaction and productivity. Although mindfulness has gained widespread recognition in
clinical and daily applications, its popularity has also sparked some criticism and controversy, mainly
regarding its commercialization and detachment from its spiritual roots. Some critics point out that the
popularity of mindfulness may lead to the neglect of its deeper spiritual and ethical dimensions. Overall,
mindfulness, as a psychological and spiritual practice, has become a widely accepted technique in modern
society, helping people find calmness and clarity in fast-paced and high-pressure environments.
2.1.2 SEL
SEL is an educational method that integrates the research results of psychology, education, and
neuroscience, aiming to cultivate the emotional intelligence, interpersonal communication skills, and
self-management skills of college students. The core of SEL lies in recognizing and managing one's
emotions, establishing positive relationships, making responsible decisions, and effectively facing
challenges in life. The concept of SEL can be traced back to the works of psychologists such as John
Dewey in the early 20th century, who emphasized that education should focus on holistic development,
including the cultivation of emotional and social abilities. In the 1960s and 1970s, with the rise of
psychological and humanistic education, schools began to pay more attention to the emotional and social
development of college students. In 1975, Daniel Goleman's Emotional Intelligence (EI) theory provided
the theoretical basis for SEL. Goleman believed that emotional intelligence is a key factor for individual
success, including self-awareness, self-regulation, social skills, empathy, and self-motivation [7]. In the
early 1990s, the establishment of CASEL marked the formal formation of SEL in the field of education.

Published by Francis Academic Press, UK

-100-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

CASEL defines the five core areas of SEL: self-awareness, self-management, social awareness,
relationship skills, and responsible decision-making. CASEL's work has promoted the widespread
implementation of school SEL projects and the formulation of related policies. The effectiveness of SEL
has been extensively supported by research. A meta-analysis conducted by Durlak et al. in 2011 showed
that college students who participated in SEL courses performed better in social behavior, emotional
management, and academic performance, showing lower emotional distress and fewer behavioral
problems [8]. In addition, Taylor et al.'s research also indicates that SEL not only improves the school
performance of college students, but also has a positive impact on their long-term health and behavior
[9]. With the increasing global emphasis on mental health and overall education, SEL has been
incorporated into school curricula in many countries. For example, in the United States, an increasing
number of school districts are implementing SEL courses as part of school education. In other regions
such as Europe, Asia, and Australia, SEL has also begun to receive attention, although there are
differences in implementation methods and degrees. As a comprehensive educational strategy, the global
promotion of SEL foreshadows an important direction for future education, which is to cultivate a more
comprehensive, adaptable, and emotionally intelligent next generation.

2.2 The Possibility of Integrating Mindfulness and SEL

Mindfulness and SEL have significant commonalities at multiple levels, particularly in promoting
individual emotional management, interpersonal relationships, and self-awareness. Both emphasize the
importance of consciousness, especially the awareness of inner experiences, and how this awareness can
help individuals more effectively cope with the challenges of daily life.
Firstly, they all focus on how to better understand and handle inner emotions and emotional states,
despite differences in their methods and focus. Mindfulness is a psychological practice that emphasizes
awareness and acceptance of current experiences, aiming to enhance emotional management skills by
enhancing awareness of one's own emotional state. This practice helps individuals to have a clearer
understanding of their emotional responses and learn to accept and handle these emotions without making
immediate responses. SEL, on the other hand, is a broader educational practice that focuses on cultivating
emotional abilities in the interaction between individuals and the social environment, including self-
awareness, self-management, social cognition, and interpersonal skills. Mindfulness helps improve
emotional regulation and reduce psychological stress by teaching individuals how to pay attention and
accept their own feelings and thoughts. This method has been proven to effectively alleviate anxiety,
depression, and stress responses, thereby improving the overall mental health and well-being of
individuals. SEL teaches college students how to recognize and manage their own emotions, understand
the emotions of others, establish positive interpersonal relationships, and make responsible decisions
through structured courses and activities [10].
Secondly, mindfulness and SEL both emphasize self-awareness and self-regulation, which are crucial
for individual emotional management and social adaptation. Mindfulness helps individuals to regulate
their emotions and behaviors more effectively in daily life by enhancing their awareness of their own
emotions and thoughts. This method encourages individuals to accept and understand psychological
stress or negative emotions through non critical awareness, thereby developing healthier coping
mechanisms [11]. SEL provides a more systematic educational framework aimed at helping college
students better adapt and succeed in the social environment by teaching self-awareness and self-
management skills. This includes identifying and understanding one's emotions, learning to control
impulses, setting and achieving personal goals, and taking responsible decisions. Through the cultivation
of these skills, SEL can help enhance the social skills and emotional intelligence of college students,
thereby improving their interpersonal relationships and academic performance [12].
In addition, mindfulness and SEL also believe that emotions and moods play important roles in
individual growth and development. Mindfulness and SEL both recognize the core role of emotions and
moods in individual growth and development. Although there are differences in application and goals
between the two, they both emphasize the importance of cultivating emotional intelligence in enhancing
individual mental health, social adaptability, and overall happiness. Mindfulness training focuses on
individuals enhancing their emotional regulation ability and self-awareness by perceiving and non-
critically accepting their own emotional experiences. This internal observation helps individuals
understand and process emotional responses, thereby promoting mental health and improving quality of
life. Research has shown that through mindfulness practice, individuals can more effectively manage
stress and anxiety, improve self-control and psychological resilience, which are important components
of mental health. At the same time, SEL emphasizes the influence of emotions and moods on individual
socialization processes and the establishment of interpersonal relationships. The goal of SEL is to educate

Published by Francis Academic Press, UK

-101-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

college students to recognize and manage their own and others' emotions, develop empathy and social
skills, and thereby enhance their interpersonal skills and sense of social participation. This process not
only helps college students adapt to the school environment, but also has a long-term impact on the
quality of their career and personal life.

3. The Survey on the Mindfulness and SEL Abilities of College Students

3.1 Survey Design

In addition to demographic characteristics, the survey designed 15 mindfulness related questions,

which were divided into 5 themes: Focus and Awareness, Inner Peace and Relaxation, Gratitude and
Tolerance, Thinking and Coping, Connection and Balance, measured using the Likert five level scale
(completely disagree to completely agree). The internal consistency reliability of this item is 0.756. In
addition, college students are required to conduct self-evaluation of their SEL level in five aspects: Self-
awareness, Self-management, Social awareness, Interpersonal Skills, and Responsible Decision-making.
A total of 16 questions were designed and measured using the Likert five level scale (completely disagree
to completely agree). The internal consistency reliability of this item is 0.784.

3.2 Survey Object

The main target of this survey is college students from two universities in western China. A total of
300 questionnaires were distributed, 16 invalid questionnaires were excluded, and 284 questionnaires
were collected, with an effective rate of 94.7%. In order to ensure the diversity and representativeness of
the sample, we specifically selected students from different grades, genders, and professional
backgrounds to participate in the survey, as shown in Table 1.
Table 1: Basic Population Situation of Survey Subjects
Percentage Percentage
Theme Item Frequency Theme Item Frequency
(%) (%)
Male 140 49.3 Han 150 52.82
Gender ethnic group
Female 144 50.7 Minority 134 47.18
Humanities and
Grade 1 71 25 70 24.65
Social Sciences
Natural Science
Grade 2 67 23.59 66 23.24
and Mathematics
Grade major
Engineering and
Grade 3 70 24.65 73 25.7
Technology
Life Science and
Grade 4 76 26.76 75 26.41
Health Science

3.3 Analysis of Survey Results

3.3.1 Overall Situation of Mindfulness and SEL Ability among College Students
In the survey, participants self-reported a moderate level of mindfulness and social emotional ability,
which were measured using a 5-point Likert scale. Specifically, the average level of mindfulness ranges
from 2.977 to 3.081. Among them, the average value of focus and awareness is 2.977, inner peace and
relaxation is 3.009, gratitude and tolerance are 3.081, thinking and response is 2.991, and connection and
balance is 3.03.
Similarly, the average value of social emotional ability ranges from 2.985 to 3.025. The average value
in terms of self-awareness is 2.999, self-management is 3.025, social awareness is 2.995, interpersonal
skills are 2.985, and responsible decision-making is 3.009.
These data indicate that although the mindfulness and social emotional abilities of college students
are at a moderate level, there is still significant room for improvement. This research result emphasizes
the importance of further developing these abilities to help students achieve more comprehensive
development at both the personal and social levels.

Published by Francis Academic Press, UK

-102-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

3.3.2 Correlation Analysis between Mindfulness Level and SEL Ablity of College Students
In addition, we also examined the effects of different mindfulness behaviors, including focus and
awareness, inner calmness and relaxation, gratitude and tolerance, thinking and coping, and connection
and balance, on SEL levels. The results showed a significant positive correlation between mindfulness
level and SEL level, as shown in Table 2.
Table 2: Correlation analysis between mindfulness level and SEL level of college students
Self- Self- Social Relationship Responsible
Awareness Management awareness skills decision making
Focus and
0.140* 0.177** 0.152* 0.055 0.151*
awareness
Inner peace
0.075 0.11 0.168** 0.014 0.179**
and relaxation
Gratitude and
0.156** 0.230** 0.129* 0.143* 0.084
tolerance
Thinking and
0.163** 0.178** 0.162** 0.122* 0.230**
Coping
Connection and
0.178** 0.119* 0.027 0.077 0.116
balance
*P<0.05 * * p<0.01
From the above table, it can be seen that: Self-awareness shows significant positive correlations with
Focus and Awareness, Gratitude and Tolerance, Thinking and Coping, and Connection and Balance, with
coefficients of 0.140, 0.156, 0.163, and 0.178 respectively.Self-management is positively correlated with
Focus and Awareness, Gratitude and Tolerance, Thinking and Coping, and Connection and Balance, with
correlation values of 0.177, 0.230, 0.178, and 0.119 respectively.Social Awareness has positive
correlations with Focus and Awareness, Inner Peace and Relaxation, Gratitude and Tolerance, and
Thinking and Coping, with coefficients of 0.152, 0.168, 0.129, and 0.162 respectively.Relationship Skills
are positively linked with Gratitude and Tolerance and Thinking and Coping, showing correlation
coefficients of 0.143 and 0.122 respectively. Responsible Decision-Making demonstrates positive
correlations with Focus and Awareness, Inner Peace and Relaxation, and Thinking and Coping, with
coefficients of 0.151, 0.179, and 0.230 respectively.

4. SEL Program that Integrates Mindfulness

4.1 Mindfulness Activities and Related Conceptual Analysis of the Core Theme of SEL

The SEL program that integrates mindfulness represents a novel and comprehensive approach aimed
at promoting individuals' emotional cognition, interpersonal communication, and social adaptability.
Mindfulness practice cultivates the ability to focus, accept, and reflect on oneself, which helps students
better understand and cope with internal emotional experiences, and improves their emotional regulation
level. This program aims to guide students to learn how to listen to their inner voices, understand the
emotional experiences of others, and use mindfulness techniques to improve interpersonal relationships
and resolve conflicts through various methods such as classroom teaching, practical activities, and
personal counseling, as shown in Table 3.
Table 3: Mindfulness Activities and Related Concepts Analysis of SEL Core Themes
Concepts related to
Core theme Unique mindfulness based activities
mindfulness
·Emotional Awareness Meditation: Through meditation
practice, help participants perceive their emotions,
thoughts, and inner reactions, and understand their
impact on behavior.
·Emotional Awareness
·Assess self-strengths and weaknesses: Guide
Self- ·Self Reflection
participants to conduct self-assessment, objectively and
Awareness ·Self-Acceptance
accurately understand their strengths and weaknesses,
·Self-Regulation
and cultivate a confident and optimistic mindset.
·Value exploration: Through mindfulness exercises,
help participants reflect and explore their core values,
and understand their guiding role in behavior.

Published by Francis Academic Press, UK

-103-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

Self- ·Emotional regulation exercise: Guide participants to

Management learn how to effectively manage and regulate their
emotions, including stress and impulsiveness, through
mindfulness exercises. ·Emotion Regulation
·Goal setting and effort: Through mindfulness, help Stress
participants set personal growth and learning goals, and ·Management Impulse
cultivate the quality of perseverance and effort. ·Control Goal Setting
·Self-encouragement and self-affirmation: Through ·Self-Motivation
mindfulness practice, teach participants to learn self-
encouragement and positive self-affirmation, and
enhance their confidence.
Social ·Cultural scenario simulation: Organize participants to
Awareness participate in cross-cultural scenario simulation
·Cross Cultural
activities, helping them enhance their understanding and
·Understanding
respect for others from different cultural perspectives.
Empathy
·Social norms cognition: Through mindfulness
·Social Awareness
exercises, guide participants to recognize and
Cultural
understand social norms and values in different cultural
·Sensitivity
backgrounds and cultivate cross-cultural communication
skills.
Relationship ·Active Listening Practice: Through mindfulness,
·Effective
Skills cultivate participants to actively listen to others and
Communication
express understanding and respect.
·Collaboration and
·Conflict resolution techniques: Guide participants to
·Teamwork Conflict
learn effective conflict resolution techniques, including
·Resolution Social
calm communication, seeking compromise, and
Pressure
collaborative problem-solving.
·Management Helping
·Social stress coping: Through mindfulness exercises,
and Supporting
help participants resist inappropriate social stress and
Relationships
maintain genuine and firm interpersonal relationships.
Responsible ·Ethical decision-making discussion: Organize
Decision participants to engage in ethical decision-making
·Mineral Judgment
Making discussions, consider the consequences of behavior and
Ethical
its impact on the well-being of others, and cultivate
·Decision Making Risk
rational and responsible decision-making abilities.
·Assessment Personal
·Safety awareness cultivation: Through mindfulness
·Responsibility Social
exercises, guide participants to fully consider the safety
Good
factors of their behavior and make wise and responsible
choices based on actual situations.

4.2 Implementation Requirements for the SEL Program that Integrates Mindfulness

The implementation of integrated mindfulness SEL programs by schools and teachers requires certain
requirements and conditions to ensure the effective implementation of the program and the
comprehensive development of students. The following are the requirements that schools and teachers
should meet when implementing this program: firstly, the teacher's mindfulness literacy and professional
ability. Teachers need to receive mindfulness education and training, master mindfulness theory and
practical skills. They should have profound experience in mindfulness practice, be able to integrate
mindfulness elements into teaching, and guide students to practice mindfulness. Teachers should also
have good emotional management skills, be able to understand and support the emotional development
of students and respond promptly to their emotional problems. Secondly, the support and resource
guarantee of the school. School leaders and managers need to provide comprehensive support for the
SEL program that integrates mindfulness. Schools should provide necessary funding and facilities to
support teacher training, curriculum design, and student engagement activities. In addition, schools
should also develop relevant policies and guidance documents to provide legal and administrative
guarantees for the smooth implementation of the program. Thirdly, student participation and engagement.
Students should be actively encouraged and guided to fully participate in the SEL program that integrates
mindfulness. Teachers can stimulate students' interest and participation by organizing classroom
activities, campus activities, and community services. At the same time, schools should also create a
campus culture and environment that supports student development, allowing students to feel the joy and

Published by Francis Academic Press, UK

-104-
 International Journal of Frontiers in Sociology
ISSN 2706-6827 Vol. 6, Issue 5: 99-105, DOI: 10.25236/IJFS.2024.060515

significance of learning. In summary, the implementation of the integrated mindfulness SEL program by
schools and teachers requires comprehensive consideration of factors such as teachers, schools, and
students to ensure the smooth implementation of the program and the comprehensive development of
students. Only through joint efforts from all parties can we provide students with a positive and healthy
learning environment, promoting their comprehensive growth and development.

5. Conclusion

So far, we have studied methods for integrating mindfulness and social emotional learning. Therefore,
the concepts of mindfulness and SEL were first explored. Subsequently, the possibility and educational
significance of their integration were explored. Next, the relationship between mindfulness and SEL was
determined through investigation, and finally, an SEL program that integrates mindfulness was explored.
Therefore, we need to clarify that the fusion of mindfulness and SEL is possible, as there are differences
and similarities between the two. The SEL program that integrates mindfulness has a positive impact on
the emotional intelligence and mental health of college students, but it still faces some challenges and
problems in the implementation process. By continuously improving and optimizing the design and
implementation of the program, it can better play its role, provide more comprehensive and targeted
growth opportunities for college students, and promote their comprehensive development and healthy
growth.

Acknowledgements

The authors gratefully acknowledge the financial support from Yunnan Provincial Department of
Education Science Research Fund Project (Project no. 2024J1345), Yunnan College of Business
Management 2024 Teacher Scientific Research Fund Project (Project no. 2024JK09)and Yunnan College
of Business Management 2024 Student Scientific Research Fund Project(Project no. 2024XK07).

References

[1] World Health Organization. (2017). Depression and other common mental disorders: global health
estimates (No. WHO/MSD/MER/2017.2). World Health Organization.
[2] Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New
York: Hyperion
[3] Hofmann, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy
on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2),
169-183.
[4] Khoury, B., et al. (2015). Mindfulness-based stress reduction for healthy individuals: A meta-analysis.
Journal of Psychosomatic Research, 78(6), 519-528.
[5] Garland, E. L., Gaylord, S., & Park, J. (2009). The role of mindfulness in positive reappraisal.
Explore, 5(1), 37-44. https://doi.org/10.1016/j.explore.2008.10.001
[6] Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for
depression: A new approach to preventing relapse. Guilford Press.
[7] Goleman, D. (1995). Emotional intelligence. Bantam Books, Inc.
[8] Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The
impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal
interventions. Child Development, 82(1), 405-432.
[9] Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth
development through school‐based social and emotional learning interventions: a meta‐analysis of
follow‐up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
[10] Greenberg, M. T. and Harris, A. R. (2011). Nurturing mindfulness in children and youth: current
state of research. Child Development Perspectives, 6(2), 161-166. https://doi.org/10.1111/j.1750-8606.
2011.00215.x
[11] Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). How Does
Mindfulness Meditation Work? Proposing Mechanisms of Action from a Conceptual and Neural
Perspective. Perspectives on psychological science: a journal of the Association for Psychological
Science, 6(6), 537–559. https://doi.org/10.1177/1745691611419671
[12] Zins, J.E., Weissberg, R.P., Wang, M.C. and Walberg, H.J. (2004) Building Academic Success on
Social and Emotional Learning: What Does the Research Say? Teachers College Press, New York.

Published by Francis Academic Press, UK

-105-