MindUP 8-11 is a schools-based social and emotional curriculum for children between 8 and 11 years old. It is delivered by teachers to groups of children over 12 sessions of 40 to 50 minutes duration, taught approximately once a week.
The information above is as offered/supported by the intervention provider.
8 to 11 years old
School-based
MindUP is a universal social and emotional learning curriculum made available in separate versions for multiple age groups. The version described here is for children aged 8 to 11.
MindUP 8-11 is delivered by classroom teachers over 12 lessons of 40 to 50 minutes’ duration, taught approximately once a week. A core part of the intervention is learning a mindfulness breathing practice with focus on a single sound, which is intended to be practised for three minutes three times a day.
MindUP 8-11 lessons are divided across four units, which build on the content of previous units. The first six lessons covering Unit 1 (Introduction to Mindfulness) and Unit 2 (Mindfulness and Our Senses) introduce the concept of mindfulness and provide children with strategies for focusing their attention on sensory experiences.
Across the Unit 3 (Mindful of Our Thoughts and Feelings) lessons, children are taught adaptive thinking strategies, such as taking the perspective of others and adopting a positive outlook. Emotion regulation is also encouraged through children’s literature, working through scenarios, and learning visualisation.
Unit 4 (Mindful of Ourselves in the World) lessons focus on building children’s prosocial behaviours, using activities to encourage practising gratitude, discussion about the definition of kindness, and performing ‘acts of kindness’ outside of intervention lesson time.
Each lesson includes interactive activities and a mix of individual and group work. Additionally, children are encouraged to engage in core mindfulness strategies three times a day throughout the curriculum.
8 to 11 years old
Primary school children
Disclaimer: The information in this section is as offered/supported by the intervention provider.
Science-based assumption
The ability to control thoughts, emotions, and behaviours is critical for success at school and in adulthood.
Science-based assumption
Classroom-based activities are useful in supporting children’s ability to concentrate and social and emotional self-regulatory skills.
Science-based assumption
All school-aged children can benefit from activities aimed at increasing their social and emotional awareness and regulation.
Intervention
Children learn:
Mindfulness techniques aimed at increasing their concentration and awareness capabilities
Strategies for managing their emotions and behaviour
Strategies for interacting positively with others.
Short-term
Children learn and can successfully apply mindfulness and emotion regulation techniques in the classroom.
Medium-term
Children demonstrate improved concentration skills and classroom achievement.
Long-term
Children achieve greater attainment at school
Children are better able to manage their emotions and behaviour in adolescence and adulthood.
Children aged 8 to 11 years old.
MindUP 8-11 is delivered in 12 sessions of 40 to 50 minutes’ duration each by one practitioner, to groups of children. Children also engage in a mindfulness practice every day for three minutes, three times a day.
Children participate in classes incorporating interaction and both individual and group work, which cover mindfulness-based strategies to focus attention, regulate emotions and engage in prosocial behaviours. Children are taught age-appropriate neuroscience underpinning the strategies. Children also participate in a regular mindfulness practice.
Classroom teachers
Teachers attend 26 hours of intervention training. Booster training of practitioners is not required.
It is recommended that practitioners are supervised by two MindUP consultants, with five days of intervention training and a MindUP school lead who is a teacher or member of the leadership team at the school offering MindUP.
Intervention fidelity is maintained through the following processes:
Email address: hello@mindup.org
Website: www.mindup.org
*Please note that this information may not be up to date. In this case, please visit the listed intervention website for up to date contact details.
MindUP 8-11’s most rigorous evidence comes from a single RCT conducted in Canada, consistent with Foundations’ Level 2 evidence strength criteria.
This study identified statistically significant improvements in child empathy, perspective taking, optimism, emotional control, mindfulness, prosociality, popularity with peers, attention, planning and memory skills, school self-concept, and reductions in depressive symptoms and aggression.
MindUP 8-11 has preliminary evidence of improving a child’s outcome, but we cannot be confident that the intervention caused the improvement.
| Identified in search | 7 |
| Studies reviewed | 3 |
| Meeting the L2 threshold | 1 |
| Meeting the L3 threshold | 0 |
| Contributing to the L4 threshold | 0 |
| Ineligible | 6 |
| Study design | Cluster RCT |
| Country | Canada |
| Sample characteristics | Participants were 99 fourth and fifth grade students (average age 10.24 years) from elementary schools in a suburban, predominantly middle-class community. |
| Race, ethnicities, and nationalities |
|
| Population risk factors | None stated |
| Timing |
|
| Child outcomes |
|
| Other outcomes | None reported |
| Study rating | 2 |
| Citations | Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abott, D., Thomson, K., Oberlander, T. F. & Diamond, A. (2015) Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology. 51 (1), 52–66. |
The following studies were identified for this intervention but did not count towards the intervention’s overall evidence rating. An intervention receives the same rating as its most robust study or studies.
De Carvalho, J. S., Marques Pinto, A. & Marôco, J. (2017) Results of a mindfulness-based social-emotional learning program on Portuguese elementary students and teachers: A quasi-experimental study. Mindfulness. 8, 337–350. This reference refers to a quasi-experimental design, conducted in Portugal.
Harpin, S. B., Rossie, A. & Kim, A. K. (2016) Behavioral impacts of a mindfulness pilot intervention for elementary school students. Education. 137 (2), 149–156. This reference refers to a quasi-experimental design, conducted in the USA.
Schonert-Reichl, K. A. & Stewart Lawlor, M. (2010) The effects of a mindfulness-based education program on pre- and early adolescents’ well-being and social and emotional competence. Mindfulness. 1 (3), 137–151. This reference refers to a quasi-experimental design, conducted in Canada.
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Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation’s terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Note on provider involvement: This provider has agreed to Foundations’ terms of reference (or the Early Intervention Foundation's terms of reference), and the assessment has been conducted and published with the full cooperation of the intervention provider.
Rated 1: Set up and delivery is low cost, equivalent to an estimated unit cost of less than £100.
Rated 2: Set up and delivery is medium-low cost, equivalent to an estimated unit cost of £100–£499.
Rated 3: Set up and delivery is medium cost, equivalent to an estimated unit cost of £500–£999.
Rated 4: Set up and delivery is medium-high cost, equivalent to an estimated unit cost of £1,000–£2,000.
Rating 5: Set up and delivery is high cost. Equivalent to an estimated unit cost of more than £2,000.
Set up and delivery cost is not applicable, not available, or has not been calculated.
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Supporting children’s mental health and wellbeing: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing child maltreatment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Enhancing school achievement & employment: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing crime, violence and antisocial behaviour: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing substance abuse: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
Preventing risky sexual behaviour & teen pregnancy: Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Aenean commodo ligula eget dolor. Aenean massa. Cum sociis natoque penatibus et magnis dis parturient.
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Rated 2: Has preliminary evidence of improving a child outcome from a quantitative impact study, but there is not yet evidence of causal impact.
Rated 2+: Meets the level 2 rating and the best available evidence is based on a study which is more rigorous than a level 2 standard but does not meet the level 3 standard.
Rated 3: Has evidence of a short-term positive impact from at least one rigorous study.
Rated 3+: Meets the level 3 rating and has evidence from other studies with a comparison group at level 2 or higher.
Rated 4: Has evidence of a long-term positive impact through at least two rigorous studies.
Rated 4+: Meets the level 4 rating and has at least a third study contributing to the Level 4 rating, with at least one of the studies conducted independently of the intervention provider.
Rating has a *: The evidence base includes mixed findings i.e., studies suggesting positive impact alongside studies, which on balance, indicate no effect or negative impact.
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