Skip to main content
SpringerLink
Log in
Book cover

Handbook of Mindfulness in Education pp 65–80Cite as

Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework

  • Chapter
  • First Online:

Part of the book series: Mindfulness in Behavioral Health ((MIBH))

Abstract

A fundamental mission of schooling is to educate the “whole child” which includes promoting both cognitive and noncognitive skills. Research has revealed schools to be one of the primary settings promote social-emotional learning (SEL). SEL encompasses the processes through which individuals attain and effectively apply the knowledge, attitudes, and skills necessary to identify and manage their emotions; understand another’s perspective and show empathy for others; set and achieve positive goals; develop and sustain positive relationships; and make responsible decisions. In a similar vein, contemplative education seeks to educate the whole child, with a focus on developing mindful awareness, values for moral living, caring for others, learning, and personal growth. Increasingly, school-based primary prevention efforts are incorporating mindfulness-based practices, to foster attention, resiliency, and well-being. Mindfulness is a state of consciousness that involves the direction of attention that incorporates self-awareness with a core characteristic of being open, receptive, and nonjudgmental. Both SEL and mindfulness-based initiatives in education emphasize the development of positive self, moral, social, and emotional understanding. What has been missing in the literature is a clear theoretical, empirical, and practical, articulation of how mindfulness-based practices align with SEL. This article puts forth a conceptual framework that describes how mindfulness practices may deepen SEL within K-12 educational contexts. Future directions for the field of mindfulness and SEL are also discussed.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   139.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125–143.

    Google Scholar 

  • Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report: The Kentucky Inventory of Mindfulness Skills. Assessment, 11, 191–206.

    Google Scholar 

  • Baer, R. A., Smith, G. T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13, 27–45.

    Article  PubMed  Google Scholar 

  • Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Developmental Psychology., 2, 1–9.

    Google Scholar 

  • Barnes, S., Brown, K., Krusemark, E., Campbell, W., & Rogge, R. D. (2007). The role of mindfulness in romantic relationship satisfaction and responses to relationship stress. Journal of Marital & Family Therapy, 33, 482–500. doi:10.1111/j.1752-0606.2007.00033.x.

    Article  Google Scholar 

  • Beach, M., Roter, D., Korthuis, P., Epstein, R. M., Sharp, V., Ratanawongsa, N., … Saha, S. (2013). A multicenter study of physician mindfulness and health care quality. Annals Of Family Medicine, 11, 421–428. doi:10.1370/afm.1507.

    Google Scholar 

  • Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48, 1476–1487.

    Article  PubMed  Google Scholar 

  • Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 72, 647–663.

    Article  Google Scholar 

  • Brefczynski Lewis, J. A., Lutz, A., Schaefer, H. S., Levinson, D. B., & Davidson, R. J. (2007). Neural correlates of attentional expertise in long-term meditation practitioners. Proceedings of the National Academy of Sciences of the United States of America, 104, 11483–11488.

    Article  PubMed Central  PubMed  Google Scholar 

  • Broderick, P.C., & Metz, S. (2015). Working on the inside: Mindfulness for adolescents. In R.W Roeser & K.A. Schonert-Reichl (Eds.), Handbook of mindfulness education (Chapter 22). New York, NY: Springer.

    Google Scholar 

  • Brown, K. W., & Kasser, T. (2005). Are psychological and ecological well-being compatible? The role of values, mindfulness, and lifestyle. Social Indicators Research, 74, 349–368.

    Article  Google Scholar 

  • Brown, K., Kasser, T., Ryan, R. M., Alex Linley, P. P., & Orzech, K. (2009). When what one has is enough: Mindfulness, financial desire discrepancy, and subjective well-being. Journal of Research in Personality, 43, 727–736. doi:10.1016/j.jrp.2009.07.002.

    Article  Google Scholar 

  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84, 822–848.

    Article  PubMed  Google Scholar 

  • Brown, K. W., & Ryan, R. M. (2004). Fostering healthy self-regulation from within and without: A self-determination theory perspective. In P. A. Linley & S. Joseph (Eds.), Positive psychology in practice (pp. 105–124). New York, NY: Wiley.

    Google Scholar 

  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133–144.

    Article  Google Scholar 

  • Caprara, G., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. (2000). Prosocial foundations of children's academic achievement. Psychological Science, 11, 302–306.

    Google Scholar 

  • Carson, J. W., Carson, K. M., Gil, K. M., & Baucom, D. H. (2004). Mindfulness-based relationship enhancement. Behavior Therapy, 35, 471–494.

    Google Scholar 

  • Casey, B. J., Jones, R. M., & Hare, T. A. (2008). The adolescent brain. Annals of the New York Academy of Sciences, 1124, 111–126.

    Article  PubMed Central  PubMed  Google Scholar 

  • Coatsworth, J., Duncan, L. G., Berrena, E., Bamberger, K. T., Loeschinger, D., Greenberg, M. T., & Nix, R. L. (2014). The mindfulness-enhanced strengthening families program: Integrating brief mindfulness activities and parent training within an evidence-based prevention program. New Directions for Youth Development, 142, 45–58. doi:10.1002/yd.20096.

    Google Scholar 

  • Coatsworth, J. J., Duncan, L., Greenberg, M., & Nix, R. (2010). Changing parents’ mindfulness, child management skills and relationship quality with their youth: Results from a randomized pilot intervention trial. Journal of Child and Family Studies, 19, 203–217. doi:10.1007/s10826-009-9304-8.

    Article  PubMed Central  PubMed  Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Retrieved August 18, 2014, from http://casel.org/wp-content/uploads/1A_Safe__Sound-rev-2.pdf

  • Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 CASEL guide: Effective social and emotional learning programs—Preschool and elementary school edition. Chicago, IL: Author.

    Google Scholar 

  • Connelly, J. E. (2005). Narrative possibilities: Using mindfulness in clinical practice. Perspectives in Biology and Medicine, 48, 84–94.

    Article  PubMed  Google Scholar 

  • Davidson, R.J, Dunne, J., Eccles, J. S., Engle, A., Greenberg, M., Jennings, P., & ...Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146–153. doi:10.1111/j.1750-8606.2012.00240.x.

  • Deci, E. L., & Ryan, R. M., (1985). Intrinsic motivation and self-determination in humanbehavior. New York: Plenum.

    Google Scholar 

  • Dekeyser, M., Raes, F., Leijssen, M., Leysen, S., & Dewulf, D. (2008). Mindfulness skills and interpersonal behavior. Personality and Individual Differences, 44, 1235–1245. doi:10.1016/j.paid.2007.11.018.

    Article  Google Scholar 

  • Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168.

    Article  PubMed Central  PubMed  Google Scholar 

  • Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 tears old. Science, 333(6045), 959–964. doi:10.1126/science.1204529.

    Article  PubMed Central  PubMed  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474–501.

    Article  Google Scholar 

  • Eisenberg, N. (2002). Empathy-related emotional responses, altruism, and their socialization. In R. J. Davidson & A. Harrington (Eds.), Visions of compassion: Western scientists and Tibetan Buddhists examine human nature (pp. 131–164). London, England: Oxford University Press.

    Chapter  Google Scholar 

  • Flook, L., Smalley, S. L., Kitil, J. M., Galla, B. M., Kaiser-Greenland, S., Locke, J., … Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26, 70–95.

    Google Scholar 

  • Frank, J. L., Jennings, P. A., & Greenberg, M. T. (2013). Mindfulness-based interventions in school settings: An introduction to the special issue. Research in Human Development, 10, 205–210.

    Article  Google Scholar 

  • Fredrickson, B. L., Cohn, M. A., Coffey, K., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced through meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95, 1045–1062.

    Article  PubMed Central  PubMed  Google Scholar 

  • Garrison Institute. (2005). Contemplation and education—A survey of programs using contemplative techniques in K-12 educational settings: A mapping report. Garrison, NY: Author.

    Google Scholar 

  • Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1–16.

    Article  Google Scholar 

  • Goleman, D. (2014, May). Focus. Paper presented at the Dalai Lama Center for Peace and Education’s Heart-Mind Conference, Vancouver, British Columbia, Canada.

    Google Scholar 

  • Greenberg, M. T. (2014, May). Cultivating compassion. Paper presented at the Dalai Lama Center for Peace and Education’s Heart-Mind Conference, Vancouver, British Columbia, Canada.

    Google Scholar 

  • Greenberg, M. T., & Harris, A. R. (2012). Nurturing mindfulness in children and youth: Current state of research. Child Development Perspectives, 6, 161–166.

    Article  Google Scholar 

  • Greenberg, M. T., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

    Google Scholar 

  • Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57, 35–43.

    Article  PubMed  Google Scholar 

  • Harnett, P. H., & Dawe, S. (2013). The contribution of mindfulness-based therapies for children and families and proposed conceptual integration. Child and Adolescent Mental Health, 17, 195–208.

    Article  Google Scholar 

  • Hölzel, B. K., Carmody, J., Vangel, M., Congleton, C., Yerramsetti, S. M., Gard, T., & Lazar, S. W. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research, 191, 36–43. doi:10.1016/j.pscychresns.2010.08.006.

    Google Scholar 

  • Humphrey, N. (2013). Social and emotional learning: A critical appraisal. London, England: Sage.

    Book  Google Scholar 

  • Jennings, P. A. (2014). Early childhood teachers’ well-being, mindfulness, and self-compassion in relation to classroom quality and attitudes towards challenging students. Mindfulness, 6(4), 732–743. doi:10.1007/s12671-014-0312-4.

    Article  Google Scholar 

  • Jennings, P. A. (2015). Teacher programs overview and CARE program. In R. W Roeser & K. A. Schonert-Reichl (Eds.), Handbook of mindfulness education (Chapter 11). New York, NY: Springer.

    Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–524.

    Article  Google Scholar 

  • Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46, 37–48.

    Google Scholar 

  • Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective, & Behavioral Neuroscience, 7, 109–119.

    Article  Google Scholar 

  • Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94, 62–65.

    Article  Google Scholar 

  • Kabat-Zinn, J. (1990). Full catastrophe living: The program of the stress reduction clinic at the University of Massachusetts Medical Center. New York, NY: Dell.

    Google Scholar 

  • Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10, 144–156.

    Google Scholar 

  • Kemeny, M. E., Foltz, C., Cavanagh, J. F., Cullen, M., Giese-Davis, J., Jennings, P., … Ekman, P. (2012). Contemplative/emotion training reduces negative emotional behavior and promotes prosocial responses. Emotion, 12, 338–350. doi:10.1037/a0026118.

    Google Scholar 

  • Krasner, M. S., Epstein, R. M., Beckman, H., Suchman, A. L., Chapman, B., Mooney, C. J., & Quill, T. E. (2009). Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians. JAMA, 302, 1284–1293.

    Google Scholar 

  • Kress, J. S., & Elias, M. J. (2006). School-based social and emotional learning programs. In K. A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology (6th ed., Vol. 4, pp. 592–618). New York, NY: Wiley.

    Google Scholar 

  • Lantieri, L., & Nambiar, M. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming Children and Youth, 21, 27–33.

    Google Scholar 

  • Lawlor, M. S. (2014). Mindfulness in practice: Considerations for implementation of mindfulness-based programming for adolescents in school contexts. New Directions for Youth Development, 142, 83–95. doi:10.1002/yd.20098.

    Article  Google Scholar 

  • Lawlor, M. S., Schonert-Reichl, K. A., Gadermann, A., & Zumbo, B. D. (2014). A validation study of the mindful attention awareness scale adapted for children. Mindfulness, 5(6), 730–741. doi:10.1007/s12671-013-0228-4.

    Article  Google Scholar 

  • Lutz, A., Brefczynski-Lewis, J. A., Johnstone, T., & Davidson, R. J. (2008). Regulation of the neural circuitry of emotion by compassion meditation: Effects of meditative expertise. PLoS One, 3, e1897.

    Article  PubMed Central  PubMed  Google Scholar 

  • Masten, A. S., & Motti-Stefanidi, F. (2009). Understanding and promoting resilience in children: Promotive and protective processes in schools. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 721–738). New York, NY: Wiley.

    Google Scholar 

  • Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., … Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering resilience of teachers and students. Mindfulness, 3, 291–307.

    Google Scholar 

  • Metz, E. C., & Youniss, J. (2005). Longitudinal gains in civic development through school-based required service. Political Psychology, 26, 413–437. doi:10.1111/j.1467-9221.2005.00424.x.

    Article  Google Scholar 

  • Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108, 2693–2698.

    Google Scholar 

  • National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. In J. W. Pelligrino & M. L. Hilton (Eds.), Committee on defining deeper learning and 21st century skills. Washington, DC: The National Academic Press.

    Google Scholar 

  • Oberle, E., Schonert-Reichl, K. A., Lawlor, M., & Thomson, K. C. (2011). Mindfulness and inhibitory control in early adolescence. Journal of Early Adolescence, 32, 565–588. doi:10.1177/0272431611403741.

    Google Scholar 

  • Parker, A., & Kupersmidt, J. (2015). The master mind and moment programs: Introducing two universal mindfulness education programs for elementary and middle school students. In R. W. Roeser & K. A. Schonert-Reichl (Eds.), Handbook of mindfulness education (Chapter 21). New York, NY: Springer.

    Google Scholar 

  • Roeser, R. W. (2015). Processes of teaching, learning, and transfer in mindfulness-based interventions (MBIs) for teachers: A contemplative educational perspective. In R. W. Roeser & K. A. Schonert-Reichl (Eds.), Handbook of mindfulness education (Chapter 10). New York, NY: Springer.

    Google Scholar 

  • Roeser, R. W., & Peck, S. C. (2009). An education in awareness: Self, motivation, and self-regulated learning in contemplative perspective. Educational Psychologist, 44, 119–136.

    Article  PubMed Central  PubMed  Google Scholar 

  • Roeser, R., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013.) Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787–804.

    Google Scholar 

  • Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6, 167–173. doi:10.1111/j.1750-8606.2012.00238.x.

    Article  Google Scholar 

  • Roeser, R. W., & Zelazo, P. (2012). Contemplative science, education and child development: Introduction to the special section. Child Development Perspectives, 6, 143–145. doi:10.1111/j.1750-8606.2012.00242.x.

    Article  Google Scholar 

  • Sahdra, B. K., MacLean, K. A., Ferrer, E., Shaver, P. R., Rosenberg, E. L., Jacobs, T. L., … Saron, C. D. (2011). Enhanced response inhibition during intensive meditation training predicts improvements in self-reported adaptive socioemotional functioning. Emotion, 11, 299–312. doi:10.1037/a0022764.

    Google Scholar 

  • Scales, P., Benson, P., Leffert, N., & Blyth, D. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4, 27–46.

    Article  Google Scholar 

  • Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2014). Enhancing cognitive and social-emotional development through a simple-to-administer school program. Manuscript under review.

    Google Scholar 

  • Shapiro, S. L., & Schwartz, G. R. (2000). Intentional systemic mindfulness: An integrative model for self-regulation and health. Advances in Mind-Body Medicine, 16, 128.

    Google Scholar 

  • Shapiro, S.L., Jazaieri, H., & Goldin, P.R. (2012) Mindfulness-based stress reduction effects on moral reasoning and decision making, The Journal of Positive Psychology 7, 504–515, DOI: 10.1080/17439760.2012.723732

    Google Scholar 

  • Singh, N. N., Lancioni, G. E., Winton, A. S., Karazsia, B. T., & Singh, J. (2013). Mindfulness training for teachers changes the behavior of their preschool students. Research in Human Development, 10, 211–233.

    Article  Google Scholar 

  • Tang, Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., … Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. PNAS, 104, 17152–17156.

    Google Scholar 

  • Tang, Y., & Posner, M. (2009). Attention training and attention state training. Trends in Cognitive Sciences, 13, 222–227.

    Article  PubMed  Google Scholar 

  • Teper, R., Segal, Z. V., & Inzlicht, M. (2014). Inside the mindful mind: How mindfulness enhances emotion regulation through improvements in executive control. Current Directions in Psychological Science, 23, 1–6. doi:10.1177/0963721413495869.

    Google Scholar 

  • Vago, D. (2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6, 146–153. doi:10.1111/j.1750-8606.2012.00240.x.

    Article  Google Scholar 

  • Weissberg, R. P., Payton, J. W., O’Brien, M. U., & Munro, S. (2007). Social and emotional learning. In F. C. Power, R. J. Nuzzi, D. Narvaez, D. K. Lapsley, & T. C. Hunt (Eds.), Moral education: A handbook, Volume 2: M–Z (pp. 417–418). Westport, CT: Greenwood Press.

    Google Scholar 

  • Youniss, J., & Yates, M. (1999). Youth service and moral-civic identity: A case for everyday morality. Educational Psychology Review, 11, 361–376.

    Article  Google Scholar 

  • Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood: A developmental social cognitive neuroscience perspective. Child Development Perspectives, 6, 154–160.

    Article  Google Scholar 

  • Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & Walberg, H. J. (2004). The scientific base linking emotional learning to student success and academic outcomes. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 3–22). New York, NY: Teachers College Press.

    Google Scholar 

  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning. New York, NY: Teachers College Press.

    Google Scholar 

  • Zoogman, S., Goldberg, S. B., Hoyt, W. T., & Miller, L. (2014). Mindfulness interventions with youth: a meta-analysis. Mindfulness, 6(2), 290–302. doi:10.1007/s12671-013-0260-4.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of British Columbia, Vancouver, BC, Canada

    Molly Stewart Lawlor

Authors
  1. Molly Stewart Lawlor
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Molly Stewart Lawlor .

Editor information

Editors and Affiliations

  1. Dept Educational & Counselling Psyc, University of British Columbia, Vancouver, British Columbia, Canada

    Kimberly A. Schonert-Reichl

  2. Portland, Oregon, USA

    Robert W. Roeser

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer-Verlag New York

About this chapter

Cite this chapter

Lawlor, M.S. (2016). Mindfulness and Social Emotional Learning (SEL): A Conceptual Framework. In: Schonert-Reichl, K., Roeser, R. (eds) Handbook of Mindfulness in Education. Mindfulness in Behavioral Health. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-3506-2_5

Download citation

Publish with us

Policies and ethics

Search

Navigation