![]() ![]() ![]() All MindUP lessons are designed to fit into core school subjects with minimal preparation required, and to encourage mindful teaching across a school’s curriculum. This core practice of MindUP is the Brain Break-a focused breathing exercise with the purpose of taking a moment to calm anxiety and stress, regain focus, and live in a quiet self-empowering moment. Daily, students and teachers engage in mindful breathing as a class-at the start of the day, before or after lunch, and before school lets out-to promote a culture of mindfulness that acts as an underpinning to the MindUP curriculum. MindUP begins by teaching students about their brains and introducing them to mindful breathing, two themes that extend throughout the program. Each level consists of 15 lessons in four units-Getting Focused, Sharpening Your Senses, It’s All About Attitude, and Taking Mindful Action-taught throughout a semester or year. The MindUP curriculum is published by Scholastic Inc., and is offered in three age-related levels, Pre-K–2, Grades 3-5, and Grades 6-8. MindUP creates a positive classroom environment and builds focus, resilience, and compassion in students, enabling them to better regulate emotions in the face of social and academic challenges. The aim of MindUP is to help students focus their attention, improve self-regulation skills, build resilience to stress, and develop a positive mindset in school and in life. 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.Founded in 2003 by actress Goldie Hawn’s educational foundation and a team of neuroscientists, educators, and psychologists, MindUP is a classroom program that provides a curriculum at the intersection of neuroscience, positive psychology, mindful awareness, and SEL. 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). 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). 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).Ī randomized controlled trial study (RCT) conducted in the 2007-2008 school year (published in 2015) supported the effectiveness of MindUP for elementary school students. ![]() 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). 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). 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. ![]()
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