Frazier Tyralynn, Roeser Robert W, Schonert-Reichl Kimberly A, Negi Lobsang Tenzin
The Center for Contemplative Science and Compassion-Based Ethics, Emory University, Atlanta, Georgia, United States of America.
Bennett Pierce Professor of Caring and Compassion, Professor of Human Development and Family Studies, The Pennsylvania State University, State College, Pennsylvania, United States of America.
PLoS One. 2025 Aug 13;20(8):e0328519. doi: 10.1371/journal.pone.0328519. eCollection 2025.
This study aimed to assess the feasibility and preliminary outcomes of the SEE Learning® (Social, Emotional, and Ethical Learning) program among elementary school-aged children.
A quasi-experimental design was employed, with 685 4th- and 5th-grade students across 33 classrooms (344 students received the 12-week SEE Learning program; 341 students were wait-list controls). Assessments of compassion for self and others, social and emotional competencies, and the degree to which students perceived their classrooms as supportive were collected before and after program implementation. Measures of dosage, fidelity, and acceptability were assessed via teachers' weekly lesson diaries.
Teachers reported the program was feasible to implement. They demonstrated high lesson completion and fidelity rates with minimal preparation time and strong adherence to the lesson structure. Most program activities fit within a 50-minute timeframe or less, reflecting the program's suitability for elementary school settings. Student reports showed preliminary impacts of the program. Those who received SEE Learning reported significant improvements in self-compassion, perspective-taking, empathic concern (e.g., compassion for others), intrinsic prosocial motivation, and academic goal setting compared to students in the wait-list control group.
This study is among the first to demonstrate the feasibility and preliminary student impacts of the compassion-focused SEE Learning program in an elementary school setting. Future investigations might explore the implementation and effects of the SEE Learning program using randomized-controlled experimental designs and longer-term follow-ups. In addition, studies evaluating program implementation and impacts in diverse cultural-contextual settings, and among students of different ages, are needed. In sum, the SEE Learning program shows evidence of promise for impacting elementary school students' prosocial skills and competencies.
本研究旨在评估面向小学适龄儿童的“SEE学习”（社会、情感和道德学习）项目的可行性及初步成果。
采用准实验设计，涉及33个班级的685名四年级和五年级学生（344名学生接受为期12周的“SEE学习”项目；341名学生为候补对照组）。在项目实施前后，收集了学生对自我和他人的同情心、社会和情感能力，以及学生对其课堂支持程度的评估数据。通过教师每周的课程日记评估课程的剂量、保真度和可接受性。
教师报告称该项目实施可行。他们在准备时间最少的情况下，课程完成率和保真率都很高，并且严格遵循课程结构。大多数项目活动都能在50分钟或更短时间内完成，这表明该项目适合小学环境。学生报告显示了该项目的初步影响。与候补对照组的学生相比，接受“SEE学习”的学生在自我同情、换位思考、共情关注（如对他人的同情）、内在亲社会动机和学业目标设定方面有显著改善。
本研究是首批证明以同情心为重点的“SEE学习”项目在小学环境中的可行性和对学生的初步影响的研究之一。未来的调查可能会采用随机对照实验设计和长期随访来探索“SEE学习”项目的实施情况和效果。此外,还需要开展研究，评估该项目在不同文化背景环境以及不同年龄段学生中的实施情况和影响。总之，“SEE学习”项目显示出有望对小学生的亲社会技能和能力产生影响。
