Supporting Improvements in Classroom Climate for Students and Teachers With the Four Pillars of Wellbeing Curriculum

    loading  Checking for direct PDF access through Ovid

Abstract

Recent trends in classroom climate intervention research have expressed a need for evidence-based, whole-school approaches to well-being that cultivate safer, more effective learning environments. In a single-school pilot study, we used pre- and posttest methodologies to determine the extent to which the Four Pillars of Wellbeing curriculum enhanced the well-being and emotional climate of both teachers and students at Corbett Preparatory School, a Kindergarten through 8th grade private school in Tampa, Florida. Teacher well-being was assessed along 10 positive psychological outcomes, and student mood was assessed by tracking self-reported emotions over the course of 1 school year. After completing the evidence-based well-being intervention and tracking the school for 12 months, self-compassion, teaching efficacy, and feelings of contentment increased for teachers, and use of the program practices, correlated positively with subjective well-being, self-compassion, and negatively for stress. We also found that students’ self-reported moods shifted into lower arousal positive states, which are optimal for classroom emotion regulation, focus, attention, and learning.

Related Topics

    loading  Loading Related Articles