MindUP™ for Young Children
The MindUP™ for Young Children project is implementing and evaluating a mindfulness-informed, evidence-based social and emotional learning intervention within a trauma-informed framework to full-day kindergarten children in the London District Catholic School Board and a community-based organization, Merrymount Family Support and Crisis Centre. This project has been made possible through a financial contribution from Public Health Agency of Canada and Ontario's Local Poverty Reduction Fund.
The project builds on MindUP™ which is a universal school and mindfulness-based education program that incorporates social-emotional learning into 15, teacher-led lessons. These lessons integrate attentional, self-regulatory, social and emotional strategies for children. Lesson topics include: How Our Brains Work, Mindful Listening, Perspective Taking, Choosing Optimism, and Expressing Gratitude.
The MindUP™ lessons are also adapted into parent sessions and implemented with Merrymount families in concurrent weekly sessions for parents and young children. There is also a component where the parents and children work together to help reinforce transferring the skills to their everyday lives.
The Trauma-Informed Framework informs educators on why they should meet their children’s needs, even if challenged with external stressors and adversity and the MindUP™ program helps educators learn how to stay attuned and responsive in their relationships with their children.
Led by Dr. Claire Crooks and Dr. Karen Bax, the MindUP™ for Young Children project has wrapped up the second year of implementation, completing MindUP™ in a Trauma Informed Framework in 35 LDCSB classrooms. Results from the 2017-2018 school year are available below.
Trainings & Presentations
- Partnering to Implement an Evidence-Based SEL Program Within a Trauma-Informed Framework
- Perspectives on Learning: MindUP™ as Scaffolding for Young Children's Self-Regulation for Learning
- Building Trauma-Sensitive Schools
- Trauma Informed Training: Changes in Educator Attitudes and Self-Efficacy