Supplementary file 1_Compassionate mind training as school-based social and emotional learning: extension to younger pupils and effects of programme dosage.pdf

Mixed-factorial ANOVAs demonstrated reductions in trait anxiety and increases in self-compassion and general wellbeing for the CMT group only. For the CMT lessons, thematic analyses further revealed that content and practices positively impacted emotion understanding and literacy, emotion regulation, and prosociality. S2 Implementation efficacy was considerably lower than in the previous research and S1.

Mixed-factorial ANOVAs returned no significant interaction effects. Thematic analyses revealed that lesson content and practices positively impacted emotion understanding, regulation, and the classroom climate, but also highlighted challenges of compacted delivery.</p>Discussion<p>This research demonstrated repeated efficacy of the CMT lessons with younger children, but reduced self-wellbeing effectiveness with same-age children when the number of delivery sessions was reduced.

We argue that this is because social and emotional learning (SEL) requires time to embed, including repeated practice of the introduced knowledge, practices, and skills. Additionally, as a policy response to ongoing PSHE/SEL concerns in the UK, our research demonstrates an example of best practice methodology, balancing power, rigour, and mixed methods designs with ethical and moral requirements to minimise the potential for harm.</p>