University of Virginia, Charlottesville, VA, USA.
Prev Sci. 2024 Aug;25(6):919-933. doi: 10.1007/s11121-024-01717-3. Epub 2024 Aug 14.
In a group randomized trial of 45 elementary schools, a whole-child health and wellness curriculum introduced as a regular part of the educational programming was compared to education as usual over 2 years with a 2-year follow-up. The curriculum focused on integrating multiple SEL skills-mindfulness, compassion, and physical awareness-with the intent to advantage developmental patterns for these skills, academic engagement, personal well-being, and student behavior. The program design and trial implementation were launched with end-use delivery and long-term sustainability as integral considerations. Effects were shown for several SEL skills and behavioral indicators previously robustly correlated to long-term outcomes. Effects were demonstrated more broadly in schools serving high-poverty communities, suggesting the impact was stronger where the need was greater. Results are interpreted regarding supporting school-based SEL, the potential of applying group randomized trials with end-use conditions of implementation, and the value of fitting innovation efforts to school system operations, mandates, and priorities for promoting sustainability.
在一项针对 45 所小学的整群随机试验中，将一项整体儿童健康和健康课程作为正规教育计划的一部分进行引入，并与常规教育进行了为期 2 年的比较，同时进行了为期 2 年的随访。该课程侧重于将多种 SEL 技能——正念、同情心和身体意识——整合在一起，目的是促进这些技能、学业参与、个人幸福感和学生行为的发展模式。该课程设计和试验实施从最终使用交付和长期可持续性出发，将其作为不可或缺的考虑因素。结果表明，该课程对之前与长期结果密切相关的几个 SEL 技能和行为指标有显著影响。在为高贫困社区服务的学校中，效果更为广泛，这表明在需求更大的地方，影响更为强烈。研究结果从支持学校的 SEL 教育、在最终使用实施条件下应用群组随机试验的潜力，以及根据学校系统的运作、规定和优先事项来调整创新努力以促进可持续性的价值等方面进行了解读。
