ABSTRACTTHE EFFECTS OF SOCIOEMOTIONAL LEARNING AND MINDFULNESS STRATEGIES ON THE SELF-REGULATION OF PRESCHOOL STUDENTSBy Angela ChenBy the time children enter kindergarten, parents and teachers expect that young children are able to demonstrate self-regulation, to control their thoughts, feelings, and behaviors in support of optimal learning and socioemotional functioning at school. Although the literature has suggested that instruction and practice in socioemotional learning (SEL) and in mindfulness can each separately benefit young children’s self-regulation, research has not examined the effectiveness of the combination of these approaches. Using a multiple probe across behaviors single-case design, the current study investigated the effects of class-wide implementation of an evidence-based SEL program and the added value of mindfulness practices on 6 preschool students who demonstrated behavioral concerns and low self-regulation. Formative and summative assessments measured mindfulness, executive function, effortful control, and general levels of self-regulation and socioemotional functioning in each participant. Results suggested that SEL-Mindfulness integration did not lead to clear benefits in self-regulation and mindfulness across preschool students, although children who expressed treatment acceptability tended to receive increased ratings in these areas. Implications for school psychological practice and future research are discussed.
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