![]() ![]() MindUP infuses strategies derived from the science of happiness to provide children with skills to foster well-being and happiness.Research has revealed that positive emotions lead to a broader scope of attention and greater motivation (Fredrickson & Branigan, 2005.).Understanding the structure of the brain and how it functions gives children a sense of control and empowerment. MindUP teaches children about the brain.MindUP infuses developmental neuroscience, mindful awareness practice, social emotional learning, and positive psychology to foster children’s well-being and resiliency.MindUP teaches children how to focus their attention, use brain breaks as a means to manage stress, act with empathy, and build resilience in the face of challenge. ![]() The curriculum consists of a series of lessons that work together to build a scaffolding of awareness and skills necessary to increase prosocial behavior, executive functioning, and social and emotional competence. Developed by a team of experts focusing on four pillars: neuroscience, social-emotional learning (SEL), positive psychology and mindful awareness. MindUP’s signature program is an acclaimed classroom-based curriculum, spanning ages 3 to 14. Based firmly in neuroscience, MindUP gives children the knowledge and tools they need to manage stress, regulate emotions and face the challenges of the 21st century with resilience. MindUP was created in response to the global epidemic of childhood aggression, anxiety, depression and suicide. Additionally, students who participated in the MindUP program had significant improvements in many SEL skills and attitudes, which include self-reported executive functioning, perspective-taking, optimism, empathy, mindfulness, and emotional control over this same period.MindUP™ | The Goldie Hawn Foundation is a not-for-profit organization founded to help children develop the mental fitness necessary to thrive in school, work and life. The study found students who participated in the program had significant improvements in peer-nominated prosocial behaviors (i.e., sharing, trustworthiness, helpfulness, taking others’ views), academic self-concept, and self-reported depressive symptomology compared to students in the control group (outcomes reported approximately 1 year after baseline while controlling for outcome pretest). The evaluation included grade 4 and 5 students enrolled in suburban schools in Canada (66% of participants identified English as their native language, 25% reported an East Asian language). Additionally, students who participated in the MindUP program showed significant teacher-reported improvements in aggressive behaviors, oppositional behaviors, attention and concentration, and social and emotional competence (i.e., empathy, compassion) compared to students in the control group (outcomes reported approximately 10 weeks after baseline).Ī randomized controlled trial study (RCT) conducted in the 2007-2008 school year (published in 2015) supported the effectiveness of MindUP for elementary school students. This evaluation found that students who participated in the program showed significant increases in self-reported optimism compared to students in the control group (outcomes reported approximately 10 weeks after baseline). This evaluation included 246 students who were in grades 4 to 7 in Canada (57% of the participants identified English as their first language, 23% reported an East Asian language). Results from a quasi-experimental (QE) study conducted in the 2005-2006 school year (published in 2010) supported the effectiveness of MindUP for elementary school students.
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