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Direct and moderating impacts of the CARE mindfulness-based professional learning program for teachers on children’s academic and social-emotional outcomes
Open accessPublished version of a preprint
Abstract
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (Mage = 41.5) and 5200 children (Mage = 7.7years, tested direct and moderated effects of the Cultivating Awareness and Resilience in Education (CARE) professional development program on eight child academic and social emotional outcomes, most teacher-reported. Positive effects of CARE were found for engagement in learning, motivation for learning, and reading competence. CARE was unexpectedly related to increased conflict. CARE teachers initially low in mindfulness reported children as higher on engagement, motivation, reading competence, and math competence compared to children of control group teachers low in mindfulness. Unexpectedly, CARE teachers high in mindfulness at baseline reported children as lower in social skills compared to high mindfulness teachers in the control condition.
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Metadata
- Authors
- Brown, J. L., Jennings, P. A., Rasheed, D. S., Cham, H., Doyle, S. L., Frank, J. L., Davis, R., & Greenberg, M. T.
- Affiliations
- Fordham University (US)
- University of Virginia (US)
- The Graduate Center, CUNY (US)
- Pennsylvania State University
- Pennsylvania State University (US)
- Princeton University (US)
- Corresponding author
- Brown, Joshua L.
- ORCID
- Venue
- Applied Developmental Science
- Publisher
- Informa UK Limited
- Published
- 2023-10-19
- Volume
- 29
- Issue
- 1
- Pages
- 14-33
- ISSN
- 1088-8691 (ISSN-L)
- 1532-480X
- OpenAlex
- W4387820323
- Cited by
- 38
- References
- 75
- Citations by year
- 2026: 11 · 2025: 17 · 2024: 7 · 2023: 3
- FWCI
- 11.08
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Licence
- cc-by
- Locations
- Applied Developmental Science (publishedVersion)
- ScholarSphere (Penn State Libraries) (submittedVersion, cc-by-nc)
- PsyArXiv (OSF Preprints) (submittedVersion, cc-by)
- PsyArXiv (OSF Preprints) (submittedVersion)
- Funders
- Institute of Education Sciences (80)
- U.S. Department of Education
- Topics
- Social Sciences › Psychology › Clinical Psychology › Mindfulness and Compassion Interventions
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Education Methods and Practices
- Keywords
- teacher mindfulness, care programs, teacher well-being, social-emotional outcomes, student engagement, student motivation, reading skills, social skills, classroom conflict, primary school teachers, moderating effect
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