Benefits of a Mindfulness Social-Emotional Learning Program for Young Children in Northern Uganda
Why this work is in the frame
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Bibliographic record
Abstract
Many studies have reported the benefits of mindfulness and social-emotional learning programs on children’s physical and psychological well-being. However, few studies have studied young children in a Global South context. In this study, we compared northern Ugandan children (n = 74) in primary levels 2 through 4 attending a school in which a mindfulness-social-emotional learning (M-SEL) program was implemented to children (n = 80) attending a business-as-usual (BAU) school. Children complete cognitive inhibition tasks before and after program implementation. Teachers completed questionnaires assessing children on anger, sadness, positive affect, and empathic behavior. We also collected children’s academic standardized test scores. Compared to BAU school children, M-SEL program children showed increases in teacher-reported positive affect and empathic behaviors, and decreases in anger and sadness. Children also performed better academically. However, no differences were found on the cognitive inhibition task. The implications of these results are discussed with regard to improving young children’s well-being by scaling up the program to include other schools in other developing countries.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it