What is MBSEL?

• COSEM’s Mindfulness-Based Social and Emotional Learning Micro-Credential Program

• COSEM's Book 

• CASEL’s Guide To Schoolwide SEL Implementation, especially Focus Area 2: Strengthening Adult SEL

• CASEL’s Social and Emotional Learning Framework

• CDC’s Action Guide Strategies and Approaches 

• Chapter 5 of The Handbook of Mindfulness in Education: Integrating Theory and Research Into Practice​​​

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• Braun, S., Greenberg, M., Roeser, R., Taylor, L., Montero-Marin, J., Crane, C., Williams, J., Sonley, A., Lord, L., Ford, T., Team, T., & Kuyken, W. (2024). Teachers’ Stress and Training in a School-Based Mindfulness Program: Implementation Results from a Cluster Randomized Controlled Trial. Journal of School Psychology, 104. https://doi.org/10.1016/j.jsp.2024.101288

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• Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151. https://doi.org/10.1016/j.appdev.2020.101151

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• CASEL. (2020). Fundamentals of SEL. CASEL. https://casel.org/fundamentals-of-sel/

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• Cipriano, C., Strambler, M. J., Naples, L., Ha, C., Kirk, M. A., Wood, M., Sehgal, K., Zieher, A., Eveleigh, A., McCarthy, M. F., Funaro, M., Ponnock, A., Chow, J., & Durlak, J. (2023). Stage 2 Report: The State of the Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions. OSF Preprints. https://doi.org/10.31219/osf.io/mk35u

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• Division of Adolescent and School Health. (2023, December 5). Promoting Mental Health and Well-Being in Schools. Centers for Disease Control and Prevention. https://www.cdc.gov/healthyyouth/mental-health-action-guide/index.html

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• Domitrovich CE, Bradshaw CP, Greenberg MT, et al. Integrated models of schoolbased prevention: logic and theory. Psychol Sch 2010;47:71–88

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• Dunning, D., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research review: the effects of mindfulness-based interventions on cognition and mental health in children and adolescents – a meta-analysis of randomised controlled trials. Doi: 10.1111/jcpp.12980

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• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions: Social and Emotional Learning. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

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• Durlak, J., Mahoney, J., & Boyle, A. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. 148, 765–782. https://doi.org/10.1037/bul0000383

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• Espelage, D. L., Rose, C. A., & Polanin, J. R. (2015). Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities. Remedial and Special Education, 36(5), 299–311. https://doi.org/10.1177/0741932514564564

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• Granziera, H., Martin, A., & Collie, R. (2023). Teacher well-being and student achievement: A multilevel analysis. Social Psychology of Education, 26. https://doi.org/10.1007/s11218-022-09751-1

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• 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(1), 491–525. https://doi.org/10.3102/0034654308325693

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• Jones, S. M., & Kahn, J. (2017). The Evidence Base for How Learning Happens. American Educator, 17–21. https://files.eric.ed.gov/fulltext/EJ1164389.pdf

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• Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero-Marin, J., Nuthall, E., Raja, A., Taylor, L., Tudor, K., Viner, R.M., Allwood, A., Auckland, L., Dunning, D., Casey, T., Dalrymple, N., De Wilde, K., Farley, E.-R., Harper, J., … Williams, J. (2022). Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the MYRIAD cluster randomised controlled trial. BMJ Mental Health, 25(3), 125-134. https://doi.org/10.1136/ebmental-2022-300424

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• Lantieri, L., & Zakrzewski, V. (2015). How SEL and mindfulness can work together. Greater Good Magazine. https://greatergood.berkeley.edu/article/item/how_social_emotional_learning_and_mindfulness_can_work_together

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• Lawlor, M. S. (2016). Mindfulness and social emotional learning (SEL): A conceptual framework. In Handbook of Mindfulness in Education: Integrating Theory and Research into Practice (pp. 65–80). New York, NY: Springer New York : Springer. https://doi.org/10.1007/978-1-4939-3506-2_5

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• NCES. (2023, December). Press Release—Eight Percent of Public School Teachers Left Teaching in 2021, a Rate Unchanged Since Last Measured in 2012—December 13, 2023. National Center for Education Statistics. https://nces.ed.gov/whatsnew/press_releases/12_13_2023.asp

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• Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. https://doi.org/10.1016/j.socscimed.2016.04.031

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• Schonert-Reichl, K., Buote, D., Baelen, R., Lovett, J., Al-Khalaf, M., Thoursby Bourke, K., Galloway, C., Parker, A., & Baghdady, A. (2023). Leveraging the evidence on the relationship between teacher and student well-being in learning and teaching: A scoping review and educator and student interviews. Qatar Foundation. https://www.wise-qatar.org/app/uploads/2023/11/2023-wise-report-leveraging-the-evidence.pdf

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• Tudor K, Maloney S, Raja A, et al. Universal mindfulness training in schools for adolescents: a scoping review and conceptual model of Moderators, mediators, and implementation factors. Prev Sci 2022. doi:10.1007/s11121-022-01361-9. [Epub ahead of print: 10 Mar 2022].

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• ​Williams, M., Kuyken, W., Blakemore, S.-J., & Dalgleish, T. (2024). Call to Action: Where to Next? MYRIAD Project. https://myriadproject.org/what-we-did/call-to-action-where-to-next/